A mediação com a arte como estratégia na formação continuada de coordenadores pedagógicos

Abstract

This research, with a qualitative approach, has the general objective of identifying what mediation with works of art allows educators to do beyond enjoyment and expansion of repertoire. Focusing on the pedagogical coordinators of early childhood education and elementary education in the municipal network of Maranguape – CE, the specific objectives are: (1) to understand the meanings attributed by the coordinators when experiencing a formative experience that uses art as mediation in education and (2) describe the stages of a educational proposal entitled cultural banquet, from the perspective of mediation with works of art in contexts of continuing education for educators. The theoretical reference regarding the continued education of educators and the educator role of the pedagogical coordinator is mainly based on Marcelo Garcia (1999), Imbernón (2011), Nóvoa (2017), Passarelli (2002), Placco and Souza (2006; 2016; 2017; 2018), Tardif (2002), Canário (1998), Christov (2012), Soligo (2015), Costa and Placides (2010), Diaz and Perez (2023). The reflection on educating strategies and the use of art through aesthetic experience is supported by Larrosa (2002; 2011), Dewey (2010), Schön (2000), Augusto (2011), Alarcão (1996), Pessoa and Roldão (2013), Barbosa (2009), Aguiar and Ozella (2006), Almeida (2012), among others. The research relies on the analysis of statements collected through a discussion group, guided by Weller's proposal (2006). Data analysis is inspired by Bardin's (2016) content analysis and gives rise to four categories: (1) aesthetic experience; (2) reflections on practices; (3) pedagogical intentionality; (4) developments from formation. The results obtained in this research show that mediation with works of art brought reflections beyond the expansion of the cultural repertoire of the participants and enabled the reframing of their practices as pedagogical coordinators through reflection. The research made it possible to describe the stages of a formative proposition with mediation with works of art: (1) selection; (2) organization; (3) contemplation; (4) discussion; (5) sewing. This study indicates that the formative proposition with mediation with works of art in the continued education of pedagogical coordinators enables reflection and the redefinition of practices