{"title":"艺术教师培训的差距:巴西教育中的旧挑战和问题","authors":"Gustavo Cunha de Araújo, Irany Ferreira Lima","doi":"10.1080/10632913.2020.1844830","DOIUrl":null,"url":null,"abstract":"Abstract This study’s main objective is to problematize the work of a school in the teaching of arts, using the context of Brazilian artistic education. The qualitative, descriptive, documentative, and bibliographical research can be characterized as a case study. Given the known value of the arts in students’ overall education, we propose formative actions designed to prepare professionals in the field to teach the arts, although we recognize that actions exclusively aimed at professional training do not guarantee institutional support of art classes. Finally, we consider the urgent need to formulate public policies that enable the implementation of didactic actions and financial investments in teacher training, which may offer more suitable teaching opportunities and provide quality teaching.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"123 1","pages":"178 - 193"},"PeriodicalIF":0.0000,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10632913.2020.1844830","citationCount":"0","resultStr":"{\"title\":\"Gaps in the training of arts teachers: old challenges and problems in Brazilian education\",\"authors\":\"Gustavo Cunha de Araújo, Irany Ferreira Lima\",\"doi\":\"10.1080/10632913.2020.1844830\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This study’s main objective is to problematize the work of a school in the teaching of arts, using the context of Brazilian artistic education. The qualitative, descriptive, documentative, and bibliographical research can be characterized as a case study. Given the known value of the arts in students’ overall education, we propose formative actions designed to prepare professionals in the field to teach the arts, although we recognize that actions exclusively aimed at professional training do not guarantee institutional support of art classes. Finally, we consider the urgent need to formulate public policies that enable the implementation of didactic actions and financial investments in teacher training, which may offer more suitable teaching opportunities and provide quality teaching.\",\"PeriodicalId\":37632,\"journal\":{\"name\":\"Arts Education Policy Review\",\"volume\":\"123 1\",\"pages\":\"178 - 193\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-11-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/10632913.2020.1844830\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Arts Education Policy Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10632913.2020.1844830\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Arts Education Policy Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10632913.2020.1844830","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
Gaps in the training of arts teachers: old challenges and problems in Brazilian education
Abstract This study’s main objective is to problematize the work of a school in the teaching of arts, using the context of Brazilian artistic education. The qualitative, descriptive, documentative, and bibliographical research can be characterized as a case study. Given the known value of the arts in students’ overall education, we propose formative actions designed to prepare professionals in the field to teach the arts, although we recognize that actions exclusively aimed at professional training do not guarantee institutional support of art classes. Finally, we consider the urgent need to formulate public policies that enable the implementation of didactic actions and financial investments in teacher training, which may offer more suitable teaching opportunities and provide quality teaching.
期刊介绍:
Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.