Banca de DEFESA: ANDERSON PINHEIRO SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ANDERSON PINHEIRO SANTOS
DATE: 19/03/2026
TIME: 14:30
LOCAL: Fundação Joaquim Nabuco - Campus Anísio Teixeira (Apipucos) - Sala Gilberto Osório
TITLE:

AUTOBIOGRAPHICAL NARRATIVES AND BECOMING(S): REFLECTIVE PRACTICES IN THE TRAINING OF AN ART/EDUCATOR.

KEY WORDS:

(Auto)biographical narrative; (Self)formative processes; Art/education; Experience; Trajectory.

PAGES: 170
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research seeks to understand how the (self)formative processes in the trajectory of an art educator, through art and education, and considering both regular classroom practice and museum education training, were marked by critical reflection on teaching practice and identity construction derived from formative experiences. The study analyzes how the theoretical and methodological influences of Barbosa, Larrosa, and Leontiev impact teaching practice across different age levels of basic education, culminating in the influence on student training within a subsequent technical course in Visual Arts at a federal institution in Pernambuco. The art/educational practices narrated herein, aimed at the social transformation of individuals in training, draw upon the theoretical contributions of bell hooks and Paulo Freire to understand education as a critical, dialogical, and formative process. To this end, the author's trajectories are analyzed through a theoretical-methodological framework grounded in autobiographical narratives, as seen in Josso, Pineau, and Dominicé, establishing connections between personal account, memory, and documents generated by other researchers, with an emphasis on the role of the formative subject. Understanding teacher training as a continuous and non-linear process, the concept of becoming (devir), according to Deleuze and Guattari, is used as a conceptual operator. It is articulated with studies on autobiographical narrative to interpret the identity and practical transformation processes of the art educator throughout their formative trajectory, highlighting the (self)formative processes present in contemporary teaching. The research results demonstrate that teacher training in art constitutes a process of becoming, in which the autobiographical narrative operates as a device for (self)formation, articulating memory, theory, and practice to produce identity and pedagogical transformations in both the art educator and their students.

COMMITTEE MEMBERS:
Interna - DENISE MARIA BOTELHO
Interno - ***.230.558-** - MAURÍCIO ANTUNES TAVARES - FJN
Externa à Instituição - FABIANA SOUTO LIMA VIDAL - UFPE
Externa à Instituição - JOANA DARC DE SOUZA LIMA - UFPE