Session Information
29 SES 08, Parallel Paper Session
Paper Session
Contribution
This paper addresses the Brazilian contemporary higher education context impacted by the educational policies launched since 2005 that by the federal government in order to rise the number of population with a university education level. One of these policies is to offer undergraduate courses in distant education charging the public universities, which historically has been better evaluated on the quality of training offer.
As professors of the Federal University of Goiás (Brazil) working in the Visual Arts Faculty, we were challenged to offer a Bachelor in Visual Arts in order to prepare art teachers to basic education context (elementary and high schools). We coordinated the first courses in these area and since then we are investigating the students and teacher performance; institutional impacts, and the relationship among the many actors of these process.
The expansion of access to higher education propitiated by the technologies in the Brazilian context is changing not only the life of the person who decided to get a degree throughout these system, but mainly the way of conceiving what is a university institution is also changing moving to more flexible and rhizomatic learning environments. However, these changes do not happens without struggles institutional, academicals and personals putting a sort of rules, roles and educative concepts under a necessary and urgent review.
For such communication, we focused in one aspect of our investigation that is how the period that university students have to do a internship into schools context in order to observe and practice how the subject art is drive to basic level. The procedures and entering of university people and school people is a mined field and deserve a carefully glance to understand and propose a collaborative work.
Our goal is to share reflections on our experiences as teachers in the refered course from a subject whose focus was centered on the Ethnography of school space. In the first part of the communication we will place the context where we act as well as our conceptual perspective about the it, highlighting some conflicts generated by the expansion of the distance courses, considering the problem of the use o www network and as a cultural colonization form. On the other hand we also situate our perceptions about how Brazilian public universities are reacting to the educational policies that nor always fit into its teaching realities.
In the second moment we will work upon the ethnographic experience conducted with the first group of student during their "internship" experience highlighting the following points: the training based on an ethnographic process; the power relations between University and public schools; the hierarchy disputes between institutional and its actors involved in the process of management and regulation of the subject and finally, between the concept of autonomous process of learning and the regulated forms of the regular course offered in a "face to face" modality. We worked with approximately 300 students distributed in over thirty cities and with the collaboration of ten tutors who supervised the students in school spaces.
Method
Expected Outcomes
References
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