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A EXPERIÊNCIA, O CORPO E A MEMÓRIA NA ESCOLA – REFLEXÕES NO ENSINO DAS ARTES VISUAIS PARA CRIANÇAS

机译:学校的经验,身体和记忆 - 思考儿童视觉艺术教学中的思考

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摘要

The separation of body and spirit, body and mind experienced by western culture perpetuates denial of embodiment and expression, following and promoting the separation and estrangement between the observed and observer, between Man and Nature. The body, which has been forgotten by the adults at school, is the object of knowledge and learning for children. Contrary to conventional educational forms, the body needs to take and hold other school spaces, increasing the materialization of our desires and possibilities of becoming the world. Trying to understand the issues of embodiment and the Arts at school realized experiences of teaching with research (2007-2009), with students of elementary school of Pelotas, Brazil, in the discipline of Visual Arts. I looked through the artistic process of drawing with chalk on the floor, enabling experiences of being in space and not being in it, as proposed by Merleau-Ponty (1989). In the artistic productions that have made the body and the manner of acting and body movement in the schoolyard, children have reaffirmed the proposition's author. Children are formed in the psychic space of their culture, in touch with people and with pedagogical proposals circulating in the school environment. Thus, there is the experience, students become belonging to a particular culture produced at the time actually experienced it, according to the relationships established among themselves, peers and teacher. Supporting me in Brandão (2008), Josso (2004) and Maturana (2004) long to reflect on the questions of experience and memory, issues considered relevant to the question of teacher education and teaching practices in visual arts.
机译:身体和精神,身心的分离经历通过实施例和表达的Western培养延续否定,以下,促进所观察到的与观察者之间的间隔和隔阂,人与自然。身体,已经在学校被人遗忘的成年人,是知识和学习对儿童的对象。与传统的教育形式,身体需要采取和持有其他学校的空间,增加了我们的愿望和成为世界的可能性的物化。试图了解实施例处于与研究(2007-2009)教授,与佩洛塔斯,巴西的小学的学生,在视觉艺术学科的学校实现经验的问题和艺术。我通过在地板上用粉笔绘制,从而在空间中被和它不是建议,由梅洛 - 庞蒂(1989)经验的艺术创作过程看。在已经取得的身体,并在校园表演和身体运动的方式,艺术作品,孩子们重申了命题的作者。形成于他们的文化心理空间的儿童,在与人接触,并与教学方案在学校环境中循环。因此,有经验,学生成为属于在当时产生了特定的文化实际上经历过,按照自己,同事和老师之间建立的关系。支持我在布兰当(2008年),Josso(2004年)和马图拉纳(2004)长反思的经验和记忆,认为有关的视觉艺术教师的教育教学实践问题问题问题。

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