Construindo o humano: o ensino de arte e a produção da recepção estético-literária no ensino fundamental
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Data
2022-04-25
Autores
Silva, Karina Lima da
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Tem-se como objetivo principal investigar como a disciplina de arte contribui para a formação da atividade de estudo das crianças ingressantes no primeiro ano do ensino fundamental em relação à Recepção Estético-literária, a partir da concepção das professoras de arte. A pesquisa tem como objetivos específicos conhecer e compreender as ações promovidas por professores no âmbito da disciplina de arte, bem como a concepção de organização dessa disciplina no sistema de ensino e, como desdobramento a identificação das possíveis contribuições do ensino de arte ao processo de humanização da criança, a partir do desenvolvimento do pensamento estético-artístico. Por meio de entrevistas semi-estruturadas com professoras de Arte, da realização de encontros de orientação e adotando como importante referencial as proposições apresentadas no Currículo Comum do ensino fundamental de uma cidade de médio porte do interior de São Paulo, o estudo discute os conceitos de atividade de estudo e de ensino da Recepção Estético-literária na disciplina de arte, evidenciando a contribuição dessas atividades na formação do pensamento estético-artístico e, por consequência, a construção de uma educação estética efetiva e humanizadora. A investigação se concretizou a partir da análise de quatro veios, sendo: 1. Da tríade ensino-aprendizagem-desenvolvimento na disciplina de Arte; 2. Da formação do pensamento estético-artístico pela mediação do ensino de Arte; 3. Do que é preciso garantir por meio do ensino para produzir a Recepção Estético-literária no primeiro ano e; 4. Das possibilidades de formação do pensamento estético-artístico e da atividade de estudo na disciplina de Arte. Tal análise possibilitou o fortalecimento de nossa premissa de que é possível, por meio da educação estética, humanizar os sujeitos promovendo seu desenvolvimento, bem como reforçou a nossa hipótese de que isso é possível a partir da organização intencional do ensino de Arte, que toma como parte de sua tarefa a produção da Recepção Estético-literária. Foi possível observar nas narrativas das professoras a importância do “bom ingresso” no mundo da Arte por meio da disciplina de Arte no primeiro ano, caracterizando-se o ensino de Arte, mesmo atravessado pelo sucateamento material, pelo sufocamento ideológico e pelo esvaziamento de suas funções – movimentos fomentados por políticas massificadoras – ainda se configura como principal espaço promotor de catarses, que podem superar a alienação e desumanização dos sujeitos e revelar as possibilidades de existência e apropriação do mundo que aí está, rico, em movimento, mutável, passível de (re)criações, releituras e novas recepções.
The main objective is to investigate how the discipline of art contributes to the formation of the study activity of children entering the first year of elementary school in relation to the AestheticLiterary Reception, from the conception of art teachers. The research has as specific objectives to know and understand the actions promoted by teachers in the field of art discipline, as well as the conception of organization of this discipline in the education system and, as a consequence, the identification of possible contributions of art teaching to the humanization process of the child, from the development of aestheticartistic thinking. Through semi structured interviews with art teachers,conducting orientation meetings and adopting as an important reference the propositions presented in the Common Curriculum of elementary school in a mediumsized city in the interior of São Paulo, the study discusses the concepts of study and teaching act ivity of AestheticLiterary Reception in the discipline of art, evidencing the contribution of these activities in the formation of aestheticartistic thinking and, consequently, the construction of an effective and humanizing aesthetic education. The inve stigation was based on the analysis of four strands, namely: 1. The teaching development triad in the discipline of Art; 2. The formation of aesthetic-- learningartistic thinking through the mediation of Art teaching; 3. What is necessary to guarantee throu the Aestheticgh teaching to produce Literary Reception in the first year and; 4. The possibilities for the formation of aestheticartistic thinking and the activity of study in the discipline of Art. Such analysis made it possible to strengthen our premis e that it is possible, through aesthetic education, to humanize subjects by promoting their development, as well as reinforcing our hypothesis that this is possible from the intentional organization of Art teaching, which takes as part of its task the prod uction of the AestheticLiterary Reception. It was possible to observe in the teachers' narratives the importance of a "good entrance" in the world of Art through the discipline of Art in the first year, characterizing the teaching of Art, even crossed by ideological suffocation and by the emptying of their functions policies material scrapping, by movements fostered by mass is still configured as the main space that promotes catharsis, which can overcome the alienation and dehumanization of subjects an d reveal the possibilities of existence and appropriation of the world that is there, rich, in movement, changeable, subject to change. (re)creations, re readings and new receptions.
The main objective is to investigate how the discipline of art contributes to the formation of the study activity of children entering the first year of elementary school in relation to the AestheticLiterary Reception, from the conception of art teachers. The research has as specific objectives to know and understand the actions promoted by teachers in the field of art discipline, as well as the conception of organization of this discipline in the education system and, as a consequence, the identification of possible contributions of art teaching to the humanization process of the child, from the development of aestheticartistic thinking. Through semi structured interviews with art teachers,conducting orientation meetings and adopting as an important reference the propositions presented in the Common Curriculum of elementary school in a mediumsized city in the interior of São Paulo, the study discusses the concepts of study and teaching act ivity of AestheticLiterary Reception in the discipline of art, evidencing the contribution of these activities in the formation of aestheticartistic thinking and, consequently, the construction of an effective and humanizing aesthetic education. The inve stigation was based on the analysis of four strands, namely: 1. The teaching development triad in the discipline of Art; 2. The formation of aesthetic-- learningartistic thinking through the mediation of Art teaching; 3. What is necessary to guarantee throu the Aestheticgh teaching to produce Literary Reception in the first year and; 4. The possibilities for the formation of aestheticartistic thinking and the activity of study in the discipline of Art. Such analysis made it possible to strengthen our premis e that it is possible, through aesthetic education, to humanize subjects by promoting their development, as well as reinforcing our hypothesis that this is possible from the intentional organization of Art teaching, which takes as part of its task the prod uction of the AestheticLiterary Reception. It was possible to observe in the teachers' narratives the importance of a "good entrance" in the world of Art through the discipline of Art in the first year, characterizing the teaching of Art, even crossed by ideological suffocation and by the emptying of their functions policies material scrapping, by movements fostered by mass is still configured as the main space that promotes catharsis, which can overcome the alienation and dehumanization of subjects an d reveal the possibilities of existence and appropriation of the world that is there, rich, in movement, changeable, subject to change. (re)creations, re readings and new receptions.
Descrição
Palavras-chave
Arte, Literatura estética, Ensino, Ensino Fundamental, Educação estética, Pensamento estético-artístico, Atividade de estudo, Aesthetic education, Aesthetic-artistic thinking, Study activity