3/3/2023 0 Comments Pedagogia do oprimido pdf![]() ![]() This work is licensed under a Creative Commons Attribution 4.0 International License.Īuthors who publish with this journal agree to the following terms:ġ) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.Ģ) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.ģ) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.And conceptual research, whose main objective was to develop a model to guide Ĭopyright (c) 2020 Carla Galvão Farias Milene kinlliane Silva de Oliveira Polyana Nogueira Dias Incantare – Revista do Núcleo de Estudos e Pesquisas Interdisciplinares. (2014) Arte na Escola – Desafios e Impasses, um estudo de caso. ![]() Pesquisas em educação: uma abordagem qualitativa. Pedagogia da autonomia: saberes necessários à prática educativa. A montanha e o videogame: escritos sobre educação. 26 da Lei nº 9.394, de 20 de dezembro de 1996, que fixa as diretrizes e bases da educação nacional, referente ao ensino da arte. Lei nº 3.394/96 – Estabelece as diretrizes e bases da educação nacional. Revista brasileira de educação, (19), 20-28. Notas sobre a experiência e o saber de experiência. Therefore, emotions and life experiences are welcomed.īondía, J. The body is also considered important in the learning process, not only the mind. It is concluded that art education promotes autonomy, by respecting subjectivity and creating teaching-learning practices that comprehend the human being in an integral way. Aiming to find similarities in the studies of the aforementioned authors on teaching practices and ways to encourage students' autonomy. (2010, 2012) and the concepts of “bancárias” practices in education, “Ser Mais”, human emancipation and autonomy in Paulo Freire (1996, 2011). It is a Bibliographic research, which consists of relating the thoughts of two authors: the conceptions of art education in Duarte Jr. To this aim, we consider the teaching of Arts in Basic Education according to the Law of Guidelines and Bases 9.394/96, the Law 13.278/16 and the challenges presented in this teaching-learning. This article is concerned to some reflections on the concepts of art education and human emancipation. Art education “Bancária” education Human emancipation. ![]()
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