SOCIAL REPRESENTATIONS OF PERFORMING ARTS STUDENTS ABOUT ART TEACHING

Abstract

In Brazil, the teacher trained in Performing Arts - degree in Theater, when entering the classroom, needs to exercise polyvalence. That is, they must teach not only contents of their training, but also Visual Arts, Music and Dance. In view of this, the present study aimed to analyze the social representations of students in the third and fourth year of the undergraduate course in Performing Arts about teaching performance in Art. The study included 10 students from the Performing Arts course - degree in Theater at a public university in Paraná. The research adopted a qualitative approach. For data collection, we used a sociodemographic questionnaire to profile the participants and also a semi-structured interview script. Data analysis indicates that academics are aware of the confrontations that await them as future teachers in the basic education network, whether private or public; and, part of the interviewees prepare for the multipurpose performance. There is also a need for more in-depth studies that address possible training difficulties, given that the academic is trained in a specialty and is faced with a work reality that requires integration between the artistic languages that involve the Visual Arts, theater, Dance and Music. It is also necessary to create spaces that promote discussions about the formation of the Art teacher, the issues that involve artistic languages and pedagogical practice.