Práticas artísticas dos estudantes do curso de licenciatura em educação do campo: um estudo na perspectiva das representações sociais

Abstract

The purpose of this investigation is to study the artistic practices of students enrolled in the course of "Licenciatura em Educação do Campo" offered by FAE-UFMG. Artistic practices can be understood as a set of art languages, designed and experienced by subjects, whose understanding covers the relationships of the art in society. We notice that the historical construction of the artistic practices incorporated issues given the diversity of ways of appropriation of these practices in society. In this work, we discuss the existing dichotomy between the erudite and the popular, by understanding its presence in the history of artistic practices. Given this situation, that has many issues, we seek to understand how the social representations were built among the subject students about their artistic practices. Our initial hypothesis was that the subjects start their undergraduate with artistic practices anchored in popular references and, when they have contact with erudite knowledge, they face the dichotomy between erudite and popular, causing possible changes in their references of artistic practices. To build the theoretical-methodological analysis of a panorama that is in constant movement, we base this study in the theoretical perspective of Social Representations proposed by Moscovici (1978). To analyze the process of construction of social representations we used the "Processual" approach of social representations proposed by Jodelet (2001), from Antunes-Rocha (2012) to analyze the movement in the process of changing the construction of these social representations. The methodological approach of this research follows a qualitative approach of exploratory type, we applied semi-structured questionnaires and we realized twenty two narrative interviews to understand the movement of construction of representations of these students about their artistic practices. We also consulted the "Projeto Político Pedagógico" of the course of "Licenciatura em Educação do Campo" to understand the organization of this formation. Next, we elaborate three categories of analysis: previous knowledge, artistic practices developed at "Tempo Escola" and supervised internship of art. These categories allowed us to highlight two movements, by taking as a starting point of analysis information about the insertion of students in the course and as ending point the practices of the interviewed in the internship of art. The first movement, called "Maintenance" of the social representations, was constituted by subjects that stayed with their old ways of thinking, feeling and acting about the artistic practices. The second movement, called "Modification", was highlighted by modifications in the social representations of the artistic practices after experiences in university. We could realize that each one of these movements enabled distinct kinds of changes motivating the discussion about the process that caused these movements from the formative experiences developed in undergraduate degree.