LESSON STUDY E A PROPOSTA TRIANGULAR NA FORMAÇÃO DOS PROFESSORES DE ARTE NA EDUCAÇÃO BÁSICALESSON STUDY AND THE APPLICATION OF THE TRIANGULAR PROPOSAL IN THE TRAINING OF ART TEACHERS IN BASIC EDUCATION

Autores/as

  • Camilla Viana de Souza Andrade Universidad Columbia del Paraguay

DOI:

https://doi.org/10.61164/rmnm.v1i3.3569

Palabras clave:

Formação de Professores,Lesson Study,Proposta Triangular,Prática Reflexiva

Resumen

O artigo sobre "Lesson Study e a aplicação da proposta triangular na formação dos professores de Arte na Educação Básica" aborda a importância de metodologias colaborativas no desenvolvimento profissional docente. O "Lesson Study" é destacado como uma estratégia que promove a reflexão sobre a prática pedagógica, permitindo que os professores planejem, executem e analisem aulas em conjunto.A proposta triangular, que conecta prática, teoria e reflexão, é utilizada para estruturar a formação dos professores de Arte. Essa abordagem permite que os educadores integrem suas experiências práticas com conhecimentos teóricos, favorecendo um aprendizado mais profundo e significativo. O artigo enfatiza que essa metodologia não só aprimora a formação dos docentes, mas também enriquece o processo de ensino-aprendizagem, resultando em uma educação mais eficaz e contextualizada para os alunos. Em suma, a combinação do Lesson Study com a proposta triangular se revela uma ferramenta poderosa para a formação contínua dos professores, promovendo um ambiente de colaboração e inovação no ensino de Arte.

Palavras-chave: Formação de Professores,Lesson Study,Proposta Triangular,Prática Reflexiva

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Referencias

DAY, Christopher. Developing Teachers: The Challenges of Lifelong Learning. Falmer Press, 1999.

EISNER, Elliot W. The Arts and the Creation of Mind. New Haven: Yale University Press, 2002.

GARDNER, Howard. Multiple Intelligences: The Theory in Practice. New York: Basic Books, 1993.

PIMENTA, Sandra G. de A.; LIMA, Lenice P. de M. Formação de Professores: Saberes e Práticas. São Paulo: Cortez Editora, 2012.

SCHÖN, Donald A. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.

YOSHIDA, Masami. Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning. In: GROUWS, Douglas A. (Ed.). Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan, 2012.

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Publicado

2025-02-14

Número

Vol. 3 Núm. 1 (2025): Revista Multidisciplinar do Nordeste Mineiro - REMUNOM

Sección

Artigos

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Derechos de autor 2025 Revista Multidisciplinar do Nordeste Mineiro

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Cómo citar

LESSON STUDY E A PROPOSTA TRIANGULAR NA FORMAÇÃO DOS PROFESSORES DE ARTE NA EDUCAÇÃO BÁSICALESSON STUDY AND THE APPLICATION OF THE TRIANGULAR PROPOSAL IN THE TRAINING OF ART TEACHERS IN BASIC EDUCATION. (2025). REMUNOM, 3(1), 1-10. https://doi.org/10.61164/rmnm.v1i3.3569