Teacher training: methodological approaches in art and science

Abstract

The paper presents discussions on methodological approaches in the areas of Science/Physics and Art/Visual Arts, and the focus is an interdisciplinary discussion. These discussions were developed in the course of a postdoctoral research Held in the Graduate Program of the State University Júlio de Mesquita, Campus of Bauru (UNESP-BAURU) The proposal was to work with in-service teacher training, which provided inter-disciplinary subsidies, especially in the areas of Art and Science. Therefore, we developed research with theoretical-philosophical and methodological foundation in these two areas of knowledge. The discussion of the theme arose from the questioning about the suggested interdisciplinary proposal for Basic Education observed in federal and state documents on the one hand and the disciplinary training of teachers on the other hand. Thus, as long as the teacher does not have a disciplinary formation, such action is required. From this problem we decided to provide an interdisciplinary experience to teachers and this initiative was taken from the course – “Art and Science on the Moon: interdisciplinary educational projects in teaching practice from the theme Moon”. For teachers who work in Basic Education. The course was developed in a partnership between University and State Secretary of Education - Board of Education from Bauru. During the course several discussions were developed, among them, the question of teaching methodology. In the approaching methodologies for distinct areas of knowledge we see significant differences and present some discussions about the theoretical basis and the methodological proposals that involve the teaching practice of these two areas of knowledge: Art and Science. Our objective was to contribute to the interdisciplinary formation of teachers from discussions and approximations between the teaching methodologies of the areas of Art (Visual Arts) and Science (Physics). We highlight among the theoretical references researchers from different areas such as: Japiassu (1976, 2006); Barbosa (2012); Carvalho and Gil-Perez (2011), Demo (2011), Farm (2012). The organization of the research was based on three moments: in the first one we present some discussions that involved methodological proposals for Science Teaching, then for Art Teaching, and at the end we outlined possibilities for approaching the teaching methodologies of these different areas of knowledge. We point out the need to develop discussions on different methodologies in teacher training courses as a way of subsidizing theoretical and practical foundation for interdisciplinary proposals in school education.