Formação continuada de professores em arte/teatro: concepções e práticas nas escolas públicas das ilhas de Belém

Abstract

This thesis identifies and analyzes how in-service teacher training in Art/Theater given to the riparian teachers of the elementary school of the Belém Islands contributes to a problematic educational practice of Art/Theater classroom and enable other teaching/learning processes. The theoretical and methodological references are about the dialogic of teaching/learning processes in Art/Theater and in-service teacher training, from the reflections/actions/reflections of the teacher in front of his or her practice. The methodology is document-based and the case study was built at the Amazonian riverside school context with oral documents, audiovisual information sources, blogs, internet channels. Data were analyzed using the content analysis technique. In the analysis of the proposal and action of in-service teacher training of riparian teachers, the following documents were identified as recurrent: linking continuing education with the Amazonian cultural ethos; the school as focus of formation; extension as a concept of dialogue, participation and autonomy; self-management of the student teaching/learning management process; Theater as an articulator between Basic and Higher Education, with inseparability between teaching / learning / research. Finally, proposals are made for how the continuing education of riverine teachers can take place in a more immersive and participatory way, respecting the local culture.