| Summary: | CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior === O estudo tem como questÃo principal as possibilidades de constituiÃÃo de saberes entre arte-educadores nos processos de aprendizagem colaborativa em diferentes tempos e espaÃos, tendo em vista o trabalho com arte-educaÃÃo na escola. Com base em uma abordagem multirreferencial, ensaiam-se mÃltiplos diÃlogos entre as racionalidades que circulam a trajetÃria da educaÃÃo estÃtica nas escolas, pondo em destaque o contexto das estÃticas do cotidiano dos arte-educadores. Busca-se alcanÃar os seguintes objetivos: promover a participaÃÃo dos sujeitos da pesquisa como coprodutores de saberes voltados para aÃÃes na formaÃÃo, no trabalho com Arte-EducaÃÃo na escola; refletir sobre tempos, espaÃos/mediaÃÃes significativos para a formaÃÃo e o trabalho dos arte-educadores; caracterizar os saberes produzidos nos eventos de aprendizagem colaborativa e suas contribuiÃÃes para a formaÃÃo e prÃtica docente dos arte-educadores. A metodologia da pesquisa-aÃÃo colaborativa constituiu-se no prÃprio percurso da investigaÃÃo, realizada em parceria com os professores, coprodutores do conhecimento elaborado. Obteve-se como resultado a formaÃÃo de saberes colaborativos de natureza heterogÃnea que convergem para a promoÃÃo de redes de aprendizagem colaborativa, tendo a comunidade escolar como foco da educaÃÃo estÃtica, de modo a favorecer a produÃÃo de outras concepÃÃes que facilitam e favorecem o trabalho e a valorizaÃÃo do arte-educador na escola. Ã universidade cabe o papel de contribuir para o desenvolvimento de uma cultura reflexiva que conecte espaÃos e tempos diversos, inserindo-se tambÃm como sujeito formador e formativo, em parceria com os mÃltiplos espaÃos culturais. === The study argues on the possibilities for constructing knowledge among art-educators within learning processes in different time and settings, to produce collaborative knowledge that can call for other meanings to educational formation, work, and curriculum arts actions in school. Based on a multi-reference approach, the research presents multiple dialogues between rationalities that rely on aesthetical education trajectory in school, stressing the context art-educatorsâ daily aesthetics, whose formative trajectory and teaching work is showed in distinctions of social taste. The knowledge development paradigm in the multi-reference perspective gathers a heterogeneous co-production from studies and ways established with subjects during the collaborative research-action, with the following desired epistemologically coherent aims: engaging research subjectsâ participation as co-producers of knowledge centered in actions within art-education formation and work at school, and the production of knowledge that can provide collaborative learning in art-education practice, which offers formative projects articulated with school culture; reasoning on significant time settings/neighborhoods as well as their potentialities to intensify collaborative learning among art-educators; describing knowledge produced within collaborative learning events and its contribution to instruct and improve art-educatorsâ teaching practice. Collaborative research-action methodology, whenever it gathers elements of ethnographic and etnomethodologic matrices, constituted the very route of investigation, since it was built along with teachers, the co-producers of knowledge produced. From investigative experiences carried out in Brazil, Canada and England, this study designed steps called co-situation, cooperation, and co-production. Developing investigation based on practical epistemology, gave birth to collaborative research-action as the front door to diminishing the distance between two worlds: the one for teaching practice, and the world of academic production on education research; since the collective production of knowledge from art-educatorsâ subjectivity augmented possible contributions to teachersâ work and formation within this teaching area. Results show that the construction of collaborative knowledge from heterogeneous nature converges to promoting collaborative learning webs, whereas school community is the focus of aesthetical education. To University fits the role of contributing to the development of a reflexive culture that can engage a variety of settings and time, and placing itself as well as an instructive subject, along with the most diverse cultural spaces.
|
|---|
