Sobre ser professor artista: possibilidades metodológicas para o ensinar e o fazer artístico

Authors

  • Káritha Bernardo de Macedo Instituto Federal de Santa Catarina

DOI:

https://doi.org/10.5965/24471267512019037

Keywords:

teaching methodology , artistic doing , art

Abstract

This is an account of the experiences in the class "On Being an Artist Teacher", which articulates theories and practices of arts teaching, mainly, from Dewey´s philosophical ideas. In his perspective, education is understood as an artistic (and creative) doing that opens space for the teacher-artist. Therefore, I would like to present the remarkable teaching methodology that was applied in the class, in the expectation that transgressive and active proposals such as this may stimulate new pedagogical practices and artistic processes. The discussion permeates the theoretical bases adopted in the discipline, mainly by the contemporary treatment of the invited speakers. Subsequently, the experiences of the cycle of challenges are presented, which were proposed as a way to instigate reflective thinking and research through artistic practices, as Sullivan (2005) conceives. The conception that art is also life and artistic and creative thinking are part of daily life were the main learning.

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Author Biography

Káritha Bernardo de Macedo, Instituto Federal de Santa Catarina

Káritha Bernardo de Macedo é doutoranda do Programa De Pós-Graduação Em Artes Visuais - PPGAV, Linha Ensino das Artes Visuais, da Universidade Do Estado De Santa Catarina – UDESC, mestre em História (2014) e bacharel em Moda (2011) pela mesma instituição; professora do Instituto Federal de Santa Catarina- IFSC da área de Vestuário. Endereço para acessar Currículo Lattes: http://lattes.cnpq.br/7252572511854491 .

References

ANDRADE, Erika Natacha Fernandes de; CUNHA, Marcus Vinicius da. A contribuição de John Dewey ao ensino da arte no Brasil. Espacio, Tiempo y Educación, v. 3, n. 2, July-December 2016, p. 301-319.

CLEMENTS, Alexis. Reconsidering John Dewey’s Art as Experience. Hyperallergic, Books, 25 mar. 2013. Disponível em: <https://hyperallergic.com/67081/reconsidering-john-deweys-art-as-experience/>. Acesso em: 02 ago. 2018.

DEWEY, John. A arte como experiência. São Paulo: Martins Fontes, 2010.

DEWEY, John. Democracia e educação: introdução a filosofia da educação. 3. ed. São Paulo: Ed. Nacional, 1959.

DUVE, Thierry. Fazendo escola (ou refazendo-a?). Chapecó: Editora Argos, 2012.

JESUS, Joaquim A. Luz de. (In)Visibilidades: um estudos sobre o devir do professor-artista no ensino em artes visuais - Tese de Doutoramento em Educação Artística - UPOrto - Portugal, 2013.

KAPROW, Allan. Sucessos e fracassos quando a arte muda. Arte & Ensaios, Rio de Janeiro, v. 18, julho de 2009.

SILVA, Tatiane da. Análise Retórica da influência Sofista no discurso filosófico e educacional de John Dewey. 2017. Tese (Doutorado em Educação Escolar) — Universidade Estadual Paulista "Júlio de Mesquita Filho", Faculdade de Ciências e Letras (Campus Araraquara), 178 f.

SULLIVAN, G. Art Practice as research: inquiry in the visual arts. California: Sage Publications, 2005.

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Published

2019-04-30

How to Cite

MACEDO, Káritha Bernardo de. Sobre ser professor artista: possibilidades metodológicas para o ensinar e o fazer artístico. Revista Apotheke, Florianópolis, v. 5, n. 1, 2019. DOI: 10.5965/24471267512019037. Disponível em: https://revistas.udesc.br/index.php/apotheke/article/view/14770. Acesso em: 8 aug. 2025.

Issue

Vol. 5 No. 1 (2019): Artista Professor, Professor Artista, sobre ser e estar

Section

Artigos Seção temática

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