Inquiries on teacher education policies and art teaching in the curricula of Pedagogy courses

Abstract

The article presents the results of a study developed at the graduate program in Education of the Federal University of Paraíba. The investigation had as its objective to analyze the social, political and ideological contradictions observable in the institutional documents on the education policies for teachers and for art teaching in the curricula of Pedagogy courses, making use, for this purpose, of theoretical and methodological principles of the critical discourse analysis. The analysis included the 2006 National Curriculum Guidelines for the Pedagogy course, the political-pedagogical projects of these courses at the public universities of Paraíba (Federal University of Paraíba - João Pessoa Campus, Federal University of Campina Grande - Campina Grande Campus, State University of Paraíba - Campina Grande Campus), and the syllabuses of the disciplines related to the teaching of art in these projects. Although these curriculum changes are recent, the study found decontextualized, conservative, and mistaken conceptions and models regarding teacher education and the meaning of art, demonstrating that there is still a long way ahead in the construction of curriculum proposals committed to the creative activity of the human being. Therefore, investing in the teaching of art and in the formation of the teacher-pedagogue would contribute both to enrich their human formation through the artistic production, and to stimulate the creative capacity of the students, as proclaimed by the defenders of an art teaching that points toward the diversity of the human being.