Abordagem Triangular em experiências vivenciadas com pibidianos e pibidianas no Ensino Médio

Abstract

This research is being developed with the aim of understanding the experiences lived with the Triangular Approach in Teaching Visual Arts and Cultures by Pibid scholarship holders in Escola Estadual Técnica de Artes, Tecnologia e Economia Criativa Poeta Juca Pontes, our research field. Qualitative in nature, this research is located in the line of Educational Processes in Visual Arts of the Associated Postgraduate Program in Visual Arts UFPE/UFPB. In the present study we developed the following specific objectives: understand what pibidians think about the Triangular Approach in Teaching Visual Arts and Cultures based on what was worked on in the undergraduate curriculum; understand how the Triangular Approach materializes in the practices of pibidians in situations narrated from felt experiences; understand the impressions of pibidians about the experiences involving the Triangular Approach during a certain period of work with the researcher, as well as in the actions developed by them at the Escola Estadual Técnica de Artes, Tecnologia e Economia Criativa Poeta Juca Pontes in the same period. To do so, we use as a basis the contributions of authors who discuss the Triangular Approach: Barbosa (1989, 2007, 2011, 2014, 2016 and 2017), Azevedo (2014) and Silva (2016 and 2021) and we dialogue with the liberating pedagogy of Freire (1996, 2011 and 2019). In the theoretical/methodological debate, we entered the conversations as a research methodology, focusing on the debates of Serpa (2018), with whom we oriented ourselves to conversations with the pibidians, participants in the research. Still in the methodological debate, we approached Gil (2002) and Minayo (2016) in order to have an appropriate approach to our case study. Among the results obtained, we highlight the need to attribute greater importance to the experiences resulting from the Triangular Approach in actions planned by pibidians and their impressions for both pibdians and the student body; finally, the findings of this study also open space to think about the diverse possibilities that the Triangular Approach provides, assuming the chameleonic, liberating and decolonial character of this epistemology.