A Arte na formação inicial de pedagogos: panorama das instituições de ensino público superior da região Sudeste.

Abstract

The initial training of educators in Brazil faces significant challenges with regard to the integration of art content and artistic languages into the curricula of education courses. The research analyzed the curriculum matrix of pedagogy courses at federal (UF) and state (UE) universities in the Southeast Region in order to verify the presence and manner in which art is addressed in the compulsory subjects of these courses. The central issue of the study is to investigate how the art component of the curriculum is integrated into the pedagogical projects of these courses in the Southeast Region of Brazil. The theoretical basis of the study was based on authors such as Figueiredo, Bellochio, Gomes, and Barbosa, who discuss the importance of this area of knowledge in education and the need for more solid training of educators in this area. The methodology used is qualitative in nature, with a documentary approach, using as main sources the Pedagogical Course Projects (PPCs) and the syllabi of the Art area of the subjects of the Pedagogy courses at federal and state universities in the Southeast Region. The methodology used is qualitative in nature, with a documentary approach, using as main sources the Pedagogical Course Projects (PPCs) and the syllabi of the Art area of the Pedagogy courses at federal and state universities in the Southeast Region. Data analysis was performed using content analysis, as proposed by Bardin (2008), with the aim of identifying the presence and manner in which art content is integrated into curricula. The results reinforce the need for a review of training practices, promoting a more consistent integration of Art into the training curriculum of Education degree students and ensuring that all four artistic languages are addressed equally.