<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792023000100139</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v19i50.12499</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AS ROTINAS DE PENSAMENTO NA FORMAÇÃO DE PROFESSORES DE ARTES VISUAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[THINKING ROUTINES FOR TRAINING VISUAL ARTS TEACHERS]]></article-title>
<article-title xml:lang="es"><![CDATA[RUTINAS DE PENSAMIENTO EN LA FORMACIÓN DE PROFESORES DE ARTES VISUALES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vianna]]></surname>
<given-names><![CDATA[Rachel de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>50</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792023000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792023000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792023000100139&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O artigo discute a relevância das Rotinas de Pensamento para a formação de professores de artes visuais. Elaborada por pesquisadores da Universidade de Harvard, essa metodologia de ensino-aprendizagem tem por objetivo promover o desenvolvimento do pensamento e vem sendo utilizada em atividades voltadas para a experiência e a interpretação de obras de arte. Partindo da premissa de que a mediação cultural (também denominada apreciação ou leitura de obra de arte) não está consolidada no contexto brasileiro, defende-se a importância de investigar o potencial das Rotinas para fomentar competências e conhecimentos específicos do campo das artes visuais. Com esse fim, o trabalho apresenta dois projetos interligados. No campo da extensão, as Rotinas foram utilizadas para capacitação de professores da educação básica e de estudantes da Educação de Jovens e Adultos. Paralelamente, foi realizada uma pesquisa-ação combinada com estudo de caso, envolvendo a aplicação das Rotinas em uma disciplina de um curso de graduação em artes plásticas. Os resultados de ambos os projetos indicam que o caráter interpretativo e aberto das questões propostas pelas Rotinas de Pensamento estimula uma conversa vívida e dinâmica, desenvolvendo disposições de pensamento importantes para a compreensão da arte. Por outro lado, a metodologia não se mostrou adequada para aprofundar o entendimento de teorias e conceitos próprios das artes visuais. Baseado nessas inferências, sugere-se combinar as Rotinas de Pensamento com outras abordagens de mediação cultural de cunho cognitivista, como a Compreensão Crítica da Arte, desenvolvida por Teresinha Franz, e a Investigação Crítica, proposta por George Geahigan.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The article discusses the relevance of Thinking Routines for the training of visual art teachers. Developed by researchers at Harvard University, this teaching-learning methodology aims to promote the development of thinking. A focus of investigation of the Routines has been the experience and interpretation of works of art. Based on the premise that cultural mediation (also called appreciation or reading of a work of art) is not consolidated in the Brazilian context, we defend the importance of investigating the Routines' potential to foster specific skills and knowledge in the field of visual arts. To this end, this work presents two interconnected projects. In the extension field, the Routines were used to train basic education teachers and Youth and Adult Education students. At the same time, an action-research combined with a case study was carried out, involving the application of Routines in a discipline of an undergraduate course in visual arts. The results of both projects suggest that the open-ended and interpretive nature of the questions posed by the Thinking Routines encourages a lively and dynamic conversation, developing thinking dispositions important for the understanding of art. On the other hand, the methodology did not prove adequate to deepen the understanding of theories and concepts specific to the visual arts. Based on these inferences, it is suggested to combine the Thinking Routines with other cultural mediation approaches of a cognitive nature, such as the Critical Understanding of Art, developed by Teresinha Franz, and the Critical Investigation, proposed by George Geahigan.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El artículo discute la relevancia de las Rutinas del Pensamiento para la formación de profesores de artes visuales. Desarrollada por investigadores de la Universidad de Harvard, esta metodología de enseñanza-aprendizaje tiene como objetivo promover el desarrollo del pensamiento. Un foco de investigación de las Rutinas ha sido la experiencia e interpretación de obras de arte. Partiendo de la premisa de que la mediación cultural (también llamada apreciación o lectura de una obra de arte no está consolidada en el contexto brasileño, defendemos la importancia de investigar el potencial de las Rutinas para fomentar habilidades y conocimientos específicos en el campo de los artes visuales. Para ello, el trabajo presenta dos proyectos interconectados. En el campo de la extensión, las Rutinas fueron utilizadas para la formación de profesores de educación básica y estudiantes de Educación de Jóvenes y Adultos. Paralelamente, se realizó una investigación-acción combinada con un estudio de caso, consistente en la aplicación de las Rutinas en una asignatura del grado en artes plásticas. Los resultados de ambos proyectos sugieren que la naturaleza abierta e interpretativa de las preguntas planteadas por las Rutinas del pensamiento fomenta una conversación animada y dinámica, desarrollando disposiciones de pensamiento importantes para la comprensión del arte. Por otro lado, la metodología no se mostró adecuada para profundizar en la comprensión de teorías y conceptos propios de los artes visuales. Con base en estas inferencias, se sugiere combinar las Rutinas del Pensamiento con otros enfoques de mediación cultural de naturaleza cognitiva, como la Comprensión Crítica del Arte, desarrollada por Teresinha Franz, y la Investigación Crítica, propuesta por George Geahigan.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação artística]]></kwd>
<kwd lng="pt"><![CDATA[mediação cultural]]></kwd>
<kwd lng="pt"><![CDATA[metodologia do ensino]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[rotinas de pensamento]]></kwd>
<kwd lng="en"><![CDATA[art education]]></kwd>
<kwd lng="en"><![CDATA[cultural mediation]]></kwd>
<kwd lng="en"><![CDATA[teaching methodology]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[thinking routines]]></kwd>
<kwd lng="es"><![CDATA[educación artística]]></kwd>
<kwd lng="es"><![CDATA[mediación cultural]]></kwd>
<kwd lng="es"><![CDATA[metodología de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[rutinas del pensamiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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