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Sumaya Mattar MORAES. Showing the textures of earth’s essence: initial development and creative praxis of the art teacher. São Paulo, FEUSP, 2007. (Doctoral Thesis). The present research analyses the relations between the teachinglearning process of hand-made ceramics and the initial development of art teachers, based on the contributions derived from the reflective perpspective in teacher’s development, such as the epistemology of practice based on reflectionin-action, by Schön, collective reflection in learning communities, by Zeichner, and the idea of educative practice as an experimental and hypothetical process, by Stenhouse. Two ceramic artists, namely Isabel Mendes da Cunha and Shoko Suzuki, had their production mode as well as knowledge transmission investigated, bearing in mind that both artists, each one connected to a specific traditional universe, focus on methodological values and components of the teaching-learning process they are in charge of. Such artists are also concerned not only with the role of the physical, social and cultural environment in their productions but also with the relations established between the latter and formal education as well as the preservation and renovation of techniques, materials, procedures and aesthetic patterns along generations. Knowledge derived from the building of hand-made artifacts encompasses ethical and humanistic principles and values that transcend not only large scale production, typical of the industrial society, but also the reiteration of techniques as well as didatic and artistic procedures, still present in the art teaching-learning proposals developed within the school environment, thus revealing essential elements in the finding of the humanistic dimension underlying art-education. Permeated by team production and dialogue, the direction of traditional workmanship learning processes by a master artisan is capable of unleashing creative praxis in the aprentices who, added to a job satisfaction feeling, will also develop productive procedures of their own. In such processes, experimentation, directed both at seeking new constructive possibilities and encountering an individual poetical path, cohabit harmoniously with the preservation of essential knowledges passed on from one generation to another. Bearing in mind the development of a theoretical and practical formative process involving students of the visual art teachers’ course from a private university institution in the city of São Paulo, the possibillities of the formative components of the course directed at practice  namely the teaching practice as well as the supervisioned probation period  were investigated to confirm whether they might contribute to the establishment of a creative praxis among prospective art teachers. The process aimed at conscience raising as regards the social role, creative competence and the involvement of future teachers in relation to works of art and education, including components observed in the hand-made learning environment, such as dialogue, experimentation, team work and artistic practice. Impelled by the features and needs presented by elementary as well as high school students from a government run school, an additional ingredient was added to the process, namely action research.

Descobrir as texturas da essência da terra: formação inicial e práxis criadora do professor de arte.