Please use this identifier to cite or link to this item:
|Type:||Artigo de periódico|
|Title:||Teaching Visual Arts In Schools Within An Inclusive Context [o Ensino De Artes Visuais Na Escola No Contexto Da Inclusão]|
|Abstract:||Art teachers always seek strategies to cope with students' heterogeneity in their art classes. However, diversity has grown in Brazilian schools due to the inclusion paradigm, which aims to guarantee them a place in regular classrooms. Students with disabilities may require special resources to meet their specific needs in the area of language, movement and access to knowledge. Since most art education training programs do not recognize that teachers need to be trained to work in an inclusive setting, and because there are few national publications in the field, teachers feel unprepared to teach students with diverse abilities. This paper discusses visual arts teaching for students with disabilities based on the recent production of knowledge in Brazil, so as to contribute to art teacher's thinking. It highlights the value of constructing workshop practicum and art fruition based on research results that focus on Brazilian educational and cultural contexts.|
|Appears in Collections:||Unicamp - Artigos e Outros Documentos|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.