O curso de licenciatura plena parcelada em pedagogia e suas implicações nas práticas do ensino de arte na educação infantil

Abstract

This study aimed to analyze the effectiveness of undergraduate course in pedagogy in Universidade Estadual de Goiás, Inhumas, drive through the confrontation of theoretical and methodological guidelines for this course and pedagogical practice of teachers of Arts engaged in activities in pre-schools and public schools. It was directed to the following key questions: how is the pedagogical practice of teachers, who have the full undergraduate course in pedagogy in UEG Inhumas, and their work with art/education? What is the relationship between the knowledge in the programme of this university and the pedagogical practice of teachers who works with art/education? Is there any difference between the practice of teaching art of teachers that studied art in child education (Class VI) and the practice of teachers who did not study this discipline? It is considered authors who discuss the training of teachers as: Candau (1984); Cunha (1989,2004); Libâneo (1991,2001); Schultz (1995); Veiga (1997); Alarcão (1996); Nóvoa (1995) and authors indicated in art discipline program/education (Class VI of pedagogy), as Barbosa (1990); Cavalcante (1995); Fusari (1998); Ferraz (1999); Duarte J (1991),which gave theoretical contribution to try to answer the questions that have guided the search. Vygotsky s studies are the theoretical basis of the production of authors worked in art education and they are the key to better understand the subject of the research. It is considered a qualitative study because it is more relevant when it comes to understanding an educational phenomenon. Data collection was performed during the period from August to December 2008. The data were obtained through direct observations desk research, non-formal and informal and semistructured interviews and analyzed through content analysis. The analysis of material obtained showed no difference between the practices of teachers that studied art discipline in pre-school and the practice of teachers who did not study such discipline. The effects of the course of pedagogy at the UEG-Inhumas, are clear in the practice of teachers who work in child education and work with the contents of art education. The main contribution of this research was to reveal the need for greater investment in training and continuing training of teachers working in child education.