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| Aluno(a) |
Juliana Oliveira Leitão |
| Titulo |
A especificidade do ensino de Arte na perspectiva da Pedagogia Histórico-Crítica |
| Orientador(a) |
Prof. Dr. NEWTON DUARTE |
| Data |
28/02/2019 |
| Resumo |
RESUMO
A Pedagogia Histórico-Crítica vem ocupando um importante espaço na educação contemporânea brasileira, construindo um pensamento educacional de referencial marxista. Esta pedagogia aponta, entre a necessidade de um trabalho dialético e as possíveis mediações na formação dos indivíduos com vistas a garantir uma formação que extrapole os limites impostos pelo capitalismo para a formação da classe trabalhadora. Trata-se de uma discussão de relevância, sobretudo por transitarmos em um momento histórico que revela um profundo esvaziamento da especificidade da educação escolar. Discutimos neste estudo o objeto específico ao campo da arte para explicitarmos quais conteúdos são pertinentes no ensino de Arte e como a Pedagogia Histórico-Crítica, fundamentada no materialismo histórico-dialético, aponta a forma mais adequada de conduzir os alunos à apropriação deste conhecimento com vistas ao cumprimento da sua finalidade para o homem: a humanização. Sendo assim, propomos uma reflexão sobre a especificidade do ensino de Arte a partir da compreensão da arte como trabalho criador e como conhecimento sensível da realidade humana.
Palavras-chave: Arte. Pedagogia Histórico-Crítica. Arte-Educação. Educação Escolar.
ABSTRACT
The History-Critical Pedagogy has occupy an important position in the studies and researches
regarding contemporary Brazilian education and in the constitution of pedagogical proposals,
constructing an educational thought of Marxist referential. Over the last three decades,
authors who have relied on this pedagogy have studied and discussed the educational
problems of contemporary school, clarifying the philosophical foundations of theories that
have unleashed these problems and which legitimize hegemonic discourses that corroborate
the crisis in education. Besides this contribution, which reveals the conservative background
of educational theories and ideas that present themselves with seemingly transformative
proposals, Historical-Critical Pedagogy defends school as the core of the processes of
formation of the working class and in a perspective that goes beyond the limits imposed by
capitalism for human achievement. In the constitution of this defense, the importance of the
previous social practice and, therefore, the need for a pedagogical work of systematized
socialization of the scientific, artistic and philosophical contents, in a materialist, historical
and dialectical perspective. This is a discussion of relevance, especially as we move through a
historical moment that reveals a deep, purposive, emptying of the specificity of school
education. The potential for humanization that exists in school education, although limited by
historical conditions, is justified by the interest of the ruling classes in striving to surround, to
the maximum extent, the training of workers. Be it for the attacks on teachers, as we have
seen as the conservative movement School Without Party, the government of President Jair
Bolsonaro (PSL), through educational reforms, such as the constitution of New High School,
and the problematic consolidation of the National Base Curricular Common. We have
identified, from readings of regulatory documents and current methodological approaches, a
problematic educational reality in which the teaching of art appears as a discipline far from its
object: art. With many practical activities, fragmented and limited to daily capitalist life, they
distance themselves from their purpose of developing the senses for humanization.We discuss
in this research the specific object for the field of art, in its past and present condition, to
clarify the specificity of art teaching and how Historical-Critical Pedagogy, based on
dialectical historical materialism, points to the need for appropriation of this
knowledge.Therefore, we propose a reflection on the specificity of the teaching of Art, from
the understanding of art as a creator work and as a sensitive knowledge of human reality.
Keywords:Art. Historical-Critical Pedagogy. Art-Education. Schooling. |
| Tipo |
Defesa-Mestrado |
| Texto Completo |
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