Formação Docente para o Potencial das Tecnologias Digitais no Ensino de Arte

Abstract

This dissertation is inserted in line 2 of studies in Education, Culture and Diversity of the Stricto sensu Graduate Program in Education at the State University of Central-West Paraná (PPGE/UNICENTRO), linked to the Laboratory of Studies in Communication, Education and Technology (LECET) and the Study Group on Distance Education and Digital Technologies (GEEaDTD), coordinated by Prof. Dr. Jamile Santinello. In order to introduce a Digital Technologies (TD) in art teaching, it is necessary for teachers to know their possibilities and potential. The guiding problem of this study was, how can digital technologies be used in art teaching? The general purpose was to research on the use of digital technologies as a strategy for the development of artistic activities and, as specific goals, to verify the understanding of teachers in initial training regarding the potential and possibilities of DT for art teaching and to demonstrate the applicability of apps for smartphone in the production of artistic activities. The bibliographic survey was based on authors such as Kenski (2011; 2013; 2015), Lévy (1993; 1999), Bertoletti (2012), Loyola (2009), among others, and on regulations such as National Curricular Parameters (PCN), Base National Curricular Commons (BNCC) and National Base for Teacher Training (BNCF) (BRASIL, 1998; 2000; 2006; 2018a). Qualitative research carried out supported by Flick (2009; 2013) with content analysis according to Bardin (2016). The data collection happened place from two semi-structured questionnaires (Q1 and Q2) and during an online extension course entitled "Tecnologias Digitais para o Ensino de Arte", offered in 2020. The course had a workload of 55 (fifty-five) hours and three weeks of study, with e-books and video tutorials on smartphone applications. The target audience was composed of ten students from the 4th year of the distance learning art degree course at UNICENTRO. The content analysis showed that during the graduation, there were activities and assessments with the use of certain DTs, however, some participants believe that it is an introductory approach, which did not sufficiently prepare them for the pedagogical use of these technologies. During the extension course, the participants reflected and talked about the changes and influences of technological advances brought to the educational area, produced the photographs, stickers and Stop Motion videos, and learned to plan classes using digital technologies. At the end of the research, the most of the participants agreed that digital technologies bring different perspectives and experiences to art teaching, they understood that smartphone applications have interesting features that need to be research and tested before insertion in the classroom.