Abstract

VENANCIO, Magda Machado Ribeiro  and  SOUZA, Vera Lúcia Trevisan de. Humanization and critical teaching: art as mediation in initial teacher training. Educ. Puc. [online]. 2018, vol.23, n.2, pp.175-189. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v23n2a3648.

The present interventional study was conducted during doctoral research. The theoretical and methodological framework was based on historical-cultural psychology to investigate if activities based on ethics and esthetics broaden students’ view of the humanizing teaching model and lead to critical teaching. Thirty students from the 5th semester of Pedagogy from a private university in a city in the state of São Paulo participated in the study. Artistics mediations were used as a psychological instrument to promote critical reflection. The data was obtained from four interventional situations and the drawings and texts were produced by the participants. Observations of the situations that involved the use of materials were recorded in a field diary. The reading material and the field diaries resulted in information grouped into cores of significance, allowing to approach the perceptions of the participants concerning teachers and teaching. The research revealed the prevalence of affection in the way of understanding and accepting teaching; teaching is still seen as a mission that brings pain and attenuates social exclusion. It also showed that the official discourse of education is accepted without critical reflection to increase the importance of school education and teaching.

Keywords : Critical teaching; Teacher training; Humanization; Educational psychology.

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