Práticas artísticas na educação: a sala ambiente

• Autor(a) principal: Duek, Paulo Saul
• Data de Publicação: 2024
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/3378
• topic: arte; educação; prática docente; sala ambiente; escola pública; art; education; teaching practice; room environment; public school; arte; educación; práctica docente; ambiente de aula; escuela pública; CIENCIAS HUMANAS::EDUCACAO

This study is based on data collected in the master's thesis research presented to the stricto sensu graduate program in Management and Educational Practices of Nove de Julho University – UNINOVE, titled: "Who Wants to Make Art? Through the Playgrounds of Classrooms.” Three important situations were pointed out that to some extent contribute negatively to artistic practices in the school environment. The absence of spaces where the curricular component “Art” could be systematically taught was undoubtedly the most significant among those situations. To justify the existence of such spaces, it is necessary to pay attention to the importance of Art, both for the ordinary citizen, as for the student who will then, as a teacher, make use of it in the school environment, so that it can reverberate beyond its boundaries. Presenting relentless justifications, starting from important names and concrete experiences, we have also taken the opportunity to experience already existing spaces, not without some frustration. We end up on a lonely stage, on a white canvas, or at the beginning of a new music score, where a space begins to operate its main function: the practice of art in a potent and free way. Thus, by paying specific attention to the spaces or their absence, this research, in addition to seeking answers, allowed us to follow the elaboration and construction of an Art Environment Room, and to observe new and potential teaching artistic procedures. The universe studied is a municipal public elementary school II. To theoretically substantiate this thesis, we shall resort to philosophers such as Gilles Deleuze, Félix Guattari, and Friedrich Nietzsche, researcher René Barbier and historian Ernst Gombrich, as well as other important voices who contributed to this construction, which privileges art as the primary potency in education, as do Anísio Teixeira and John Dewey.