<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142012000300014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Representações sociais sobre arte e ensino de arte]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Subti]]></surname>
<given-names><![CDATA[Maria José]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sebben]]></surname>
<given-names><![CDATA[Egon Eduardo]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosso]]></surname>
<given-names><![CDATA[Ademir José]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A14">
<institution><![CDATA[,UEPG  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<volume>12</volume>
<numero>03</numero>
<fpage>350</fpage>
<lpage>361</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142012000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142012000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142012000300014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A pesquisa objetivou apreender as representações sociais de dois grupos distintos sobre os sentidos atribuídos à arte, a relação arte e sociedade e o trabalho com arte na escola. Os grupos investigados compreendem 71 acadêmicos de Licenciatura em Música e Licenciatura em Artes Visuais e 161 professores sem formação específica em arte, atuantes nas séries iniciais do Ensino Fundamental de cinco municípios brasileiros. As informações foram coletadas por meio de questionário com questões abertas e as respostas processadas pela análise de conteúdo por meio do software ALCESTE. O conjunto de informações analisadas articula-se em torno de três representações sociais: pretexto, arte utilizada para; fruição, ligada aos sentidos e ao exercício da sensibilidade; conhecimento artístico, relacionado ao cotidiano e ao contexto social. O pretexto está ligado aos professores leigos, a fruição articula-se ao conteúdo das informações dos dois grupos e o conhecimento liga-se aos sujeitos inseridos no campo acadêmico, sendo que o último reforça a relevância da formação específica para definição dos conceitos e objetivos do ensino de arte na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The aim of this research was to understand the social representations of two distinct groups on the meanings assigned to art, art teaching and the relationship between art and society. The groups investigated include 71 students of the degree in Music Education and Visual Arts Education, and 161 teachers without specific training in art, teaching early grades of elementary school in five Brazilian cities. Information was collected through a questionnaire with open questions and responses processed by content analysis, using the software ALCESTE. The set of information analyzed is structured around three social representations: pretext, art used for; enjoyment, linked to the senses and the exercise of sensitivity; and artistic knowledge, related to everyday life and the social context. Pretext is linked to the lay teachers, enjoyment is articulated with the content of information from the two groups, and knowledge is linked to subjects included in the academic field, the latter reinforcing the importance of specific training for defining the concepts and objectives of Art teaching at school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Arte]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Arte]]></kwd>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="en"><![CDATA[Art]]></kwd>
<kwd lng="en"><![CDATA[Art Teaching]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Representa&ccedil;&otilde;es sociais sobre arte e ensino de arte.</h2> <h3>Social  representations of art and art teaching.</h3>     <p>&nbsp;</p> <h4>Maria Jos&eacute; Subti, Egon Eduardo Sebben, Ademir Jos&eacute; Rosso    <br> </h4> </font>      ]]></body><back>
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