Sertão de luz, pedra e resistência: caminhando por territórios docentes em artes visuais no Seridó-RN.

Abstract

In this dissertation I will walk across the fi eld of art education to investigate the academic formation of the teachers who teach art classes, as well as their ideas and actions while doing so in the public system of schools in Seridó-RN. That locus focuses on six public schools throughout three cities: Caicó, Currais Novos and Parelhas. Having this restricted area as our point of interest I problematize some topics around the following subject: what is the starting capacitation of those who teach art classes in the middle and high-school public education system of Seridó? Who are them and what are their ideas about art and its teaching? Has the introduction of practical art-related activities in education been echoing in a signifi cant way in the quality of art teaching in this region? How do the policies related to art graduates function alongside the department of education? Are these in motion constantly or only during certain moments? The research has followed certain norms of cartography (DELEUZE & GUATTARI, 1995) and was characterized by the typical movements of creating reality, since it gathered inter-subjective human relationships in a game that reaches out to both the individual and the coletive at the same time, for it acts in the “between”. A bibliographic research was conducted during the years of 2014 and 2015, considering not only printed sources found in public libraries in the cities mentioned but also documents which were consulted in hosting portals available in the world wide web, with a focus on the following sites: CAPES, CNPq and SCHIELO. The theme for this research also had contributions from authors such as Paulo Freire (1996), Antônio Nóvoa (1999) and Maurice Tardif (2014) about subjects which were between the academic formation and the practice of teaching, while Ana Mae Barbosa (2002), Rosa Iavelberg (2003) and João-Francisco Duarte Junior (2001), among others, contributed with specifi c questions pertinent to the area of Art. After traveling through this changing landscape in Seridó, it is possible to affi rm that the Brazilian state does not create art teachers in this region and, therefore, the educators which are practicing in the educational system in the region have no specifi c formation regarding that knowledge. Therefore, this dissertation establishes a dialog between the formation and the teaching of art in the region, taking deep interest in discussions about the pedagogical practices of the teachers which teach/learn about the meaning of art in the potiguar1 Seridó.