Abstract
Dois professores dos Estados Unidos que trabalham em programas de arte educação falam de questões atuais decorrentes das recentes políticas que tiveram impacto direto sobre cursos de graduação, trabalho de campo, licenciatura e retenção de professores. O estudo é apresentado a partir da compreensão de um dos autores sobre a arte educação brasileira, através da aprendizagem experiencial e da pesquisa por meio de estudos comparativos. Os autores fornecem um enquadramento contextual do cenário educacional atual nos Estados com a intenção de informar os leitores de tendências que podem ter efeitos negativos semelhantes nas licenciaturas no Brasil. Por fim, os autores compartilham algumas estratégias que implementaram para responder aos desafios pontuados.
Highlights
Adopting a comparative studies approach, the authors highlight issues and developments in the United States related to art education, licensure
I continue to dialogue with numerous scholars in Brazil in the hope that our intercâmbio will yield insights and inquiry that is fruitful for both. It is in this light that we make visible some recent developments in the United States with the understanding that not all will be directly related to the Brazilian context, but that each brush stroke would add detail and expression to a much larger work that is in process
Using critical discourse analysis (CDA) (FAIRCLOUGH & WODAK, 1997; GIROUX, 1997; VAN DIJK, 1998, 2001), we investigate the ideologies behind current educational policies, discuss anecdotal evidence from those working with teacher trainees, and consider the opportunities for informal art education
Summary
Adopting a comparative studies approach, the authors highlight issues and developments in the United States related to art education, licensure. During the past four years, each author has dealt with similar issues on the state level in their respective institutions in Ohio and Illinois and have both made significant program changes in their art education courses to better prepare their students to navigate the demands of these recent mandates. The following sections of the paper will: one, provide a contextual grounding of how one of the authors has come to understand art education in Brazil and how that understanding informs his research therein; two, provide a discourse analysis of current rhetoric and legislation in the United States that the authors feel could have implications in the Brazilian context; three, provide specific examples of how one author has implemented changes in her role as chair of the licensure program at her university as a means to provide potential solutions
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