<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362019000200363</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002701504</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem do desenho artístico no ensino superior: concepções de estudantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning of artistic drawing in higher education: conceptions of students]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje del dibujo artístico en la enseñanza superior: concepciones de estudiantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Luiz Gustavo Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[António Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade dos Guararapes  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Faculdade de Psicologia ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>103</numero>
<fpage>363</fpage>
<lpage>384</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000200363&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000200363&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000200363&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No âmbito da Fenomenografia, este estudo teve como objetivo avaliar a natureza e mapear as concepções de estudantes universitários sobre a aprendizagem do desenho artístico. Um grupo de dezesseis estudantes de uma disciplina livre de desenho foi entrevistado, entre outros aspectos, sobre a natureza, o processo e o contexto da aprendizagem do desenho artístico. As respostas, submetidas a uma análise de conteúdo temática, evidenciaram a distinção entre uma representação da aprendizagem do desenho como algo mais passivo - cópia de realidades observadas; através de técnicas e da prática; no ambiente académico - e algo mais ativo - expressão pessoal; através da compreensão do que se percepciona e de mudanças pessoais; no ambiente amplo. Emergiu também uma representação de meio-termo, que define a aprendizagem do desenho como algo de intermédio - desenvolvimento perceptivo; representação de percepções ou da imaginação; criação de técnicas. A conscientização sobre as concepções de aprendizagem do desenho poderá constituir factor da sua eventual modificação. Assim, a taxonomia que resulta deste estudo poderá ajudar estudantes, professores e técnicos no diagnóstico e intervenção sobre aquele tipo de concepções.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the scope of Phenomenography, this study had as objective to evaluate and map university students&#8217; conceptions on learning artistic drawing. A group of sixteen students from a free drawing course was interviewed, among other aspects, on the nature, the process and the context of learning artistic drawing. The answers, submitted to a thematic analysis, showed the distinction between a representation of that learning as something more passive - copying observed realities through techniques and practice; in the academic environment - and something more active - personal expression through the understanding of what is perceived and of personal changes, in a broader environment. A middle-term representation also emerged, which defines learning of drawing as something intermediary - perceptual development, representation of perceptions or of imagination, creation of techniques. Awareness of conceptions of learning drawing might be a possible modification factor of those conceptions. Thus, the taxonomy that results from this study can help students, teachers and technicians in the diagnosis and intervention on that type of conception.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el marco de la Fenomenografía, este estudio tuvo como objetivo evaluar y mapear las concepciones de estudiantes universitarios sobre el aprendizaje del dibujo artístico. Un grupo de dieciséis estudiantes de una disciplina libre de dibujo fue entrevistado, entre otros aspectos, sobre la naturaleza, el proceso y el contexto del aprendizaje del dibujo artístico. Las respuestas, sometidas a un análisis de contenido temático, evidenciaron la distinción entre una representación del aprendizaje del dibujo como algo más pasivo - copia de realidades observadas; a través de técnicas y de la práctica; en el ambiente académico - y algo más activo - expresión personal; a través de la comprensión de lo que se percibe y de cambios personales; en el ambiente amplio. También surgió una representación de medio término, que define el aprendizaje del dibujo como algo de intermedio - desarrollo perceptivo; representación de percepciones o de la imaginación; creación de técnicas. La concientización sobre las concepciones de aprendizaje del dibujo artístico puede constituir un factor de su eventual modificación. Así, la taxonomía que resulta de este estudio podrá ayudar a estudiantes, profesores y técnicos en el diagnóstico e intervención sobre ese tipo de concepción.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Concepções]]></kwd>
<kwd lng="pt"><![CDATA[Fenomenografia]]></kwd>
<kwd lng="en"><![CDATA[Conceptions]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Phenomenography]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Concepciones, Fenomenografía]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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