Teaching in visual arts as an autobiographical place: spaces of creation and thought in the supervised curricular internship
From a self-narrative positioning, this text proposes to launch some ideas on the field os teacher training, taking as a cut the formative stage of the supervised Curricular Internship. For the construction of this thought, the perspectives os atubiography and the notion os nomadic teaching (XXXXXXX...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade do Estado de Santa Catarina (UDESC) |
| Repositorio: | Revista Apotheke |
| Idioma: | portugués |
| OAI Identifier: | oai::article/21796 |
| Acceso en línea: | https://periodicos.udesc.br/index.php/apotheke/article/view/21796 |
| Access Level: | acceso abierto |
| Palabra clave: | autobiography nomadic teaching supervised internship initial training in visual arts autobiografia enseñanza nómada práctica curricular supervisada formación inicial em artes visuales docência nômade estágio curricular supervisionado formação inicial em artes visuais |
| Sumario: | From a self-narrative positioning, this text proposes to launch some ideas on the field os teacher training, taking as a cut the formative stage of the supervised Curricular Internship. For the construction of this thought, the perspectives os atubiography and the notion os nomadic teaching (XXXXXXX) are brought as axes that support a way of conceiving, creating and positioning oneself in the contexto of the visual arts education. Nevertheless, a conversation is established with authors such as Mosé (2018); Rodrigues (2017), among others, that contribute to deepening these reflections. |
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