Oliveira, GabrielaCosta, Alexandre2024-02-182019https://deposita.ibict.br/handle/deposita/495In this dissertation are presented methodologies created by the artists Joseph Beuys, Guignard, Claudia Renault, Daniela Goulart, Marco Paulo Rolla and Sara Ávila, in their faculty practices as superior formation in art. We assume that the teacher-artist is a subject who has knowledge that arises from experience in art. In addition to being a subject with an academic background, a bachelor’s or a licentiate, the teacher-artist is the one who knows the process of art research, complex in its nature, with opportunity to access different knowledge built through the fair relationship between the doing and the reflection on what is produced. The artists, endowed with sensitive knowledge, demonstrated to be able to provide a particular ambient in teaching relation, in which the principles of experience could also be developed experimented by students. Just as the artists' knowledge is multiple, in function of the creative process as itself, the methodologies created by these teachers are also manifold. We understand by methodology the unique and personal manner that the teacher finds to teach art, main way to access his conceptions about art and its teaching; a conscious construction on points he intends to achieve with certain actions in an ambient of permanent questioning about what it means to be artist and be teacher. Within this premise, we had the opportunity to enter into the pedagogical universe of the artists mentioned above and systematize an analysis above each of them, believing that with this study we can contribute with the process of formation from new artists-teachers, being able to inspire or guide those who start their artistic and teaching trajectory, as well as establishing dialogues with artists who already walk the journey.application/pdfopenAccessArtista-professorMetodologia de ensino em arteProcesso de CriaçãoArtes; Ensino de ArteDissertação