Arte e cultura juvenil no contexto escolar : “e alguém aqui quer saber o que o jovem tem a dizer sobre isso?”

• Autor(a) principal: Mariano, Lucianne Gomes da Silva
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/2516
• topic: Arte; Educação; Sociologia da juventude; Cultura juvenil; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Art; Education; Youth studies; Youth culture

This master’s thesis was developed within the Master Degree Program in Education of Federal University of Mato Grosso, in Rondonópolis city, in the line of research Language, culture and knowledge construction process. It was composed within the Study Group Childhood, Youth and Contemporary Culture (GEIJC, Grupo de Estudos Infância e Juventude na Cultura Contemporânea). This research aims to investigate the possible processes of dialog among art and youth cultures in educational context. Therefore, it is supported by Youth Studies and Art-education theories in Brazil. The purpose of this inquiry is to reflect on/problematize the art teaching at school based on students’ perspectives. The theoretical background of this study is the intervention research applied to childhood and youth. We developed the research following two distinct steps. The first stage of this study aimed to understand the universe created by students through art classes and also to comprehend their relationship with this subject. One hundred twelve scholars cooperated with this first stage. The second step presented an ample approach. Seventeen students participated promoting discussions and exchanging experiences which surpass curriculum proposals. The participants pointed out some relevant questions raised from art classes, such as: unqualified teachers, fragmented contents, lack of contextualization, chronological limitation for classes and proposed activities, scarcity of materials, greater appreciation for the final product instead of valorization of the creation process and connection between aesthetics and technique which contributes for depreciation of art in the educational context. Data indicate a pedagogical practice adult-centered with scripts predetermined and planned upon safe bets. Teachers define “how”, “when’ and “where” to make art following pedagogical recipes. They do not provide tools (cognitive, material, pedagogical or chronological) to stimulate students’ creativity and autonomy. Moreover, young people constitute relationships seeking belongingness and acceptance. For this reason, this inquiry conceives peer culture as a fundamental factor for youth’s identity construction. Our analysis highlighted a school culture full of discrepancies with pedagogical, curricular, instrumental, institutional, marked-based and symbolic mechanisms of control. School experiences are permeated by power relations: adults subordinate young people and they reproduce this attitude trying to subordinate their own colleagues. This research reveals that children and youth have a lot to say about education processes. Their contributions can help us to implement a democratic pedagogical practice in which reading and writing, speaking and listening, producing and learning can promote experiences further standardizations and categorizations proposed only for adults. Thus, this master’s thesis argues that is fundamental listening to our students to promote an effectively democratic and human education. Furthermore, adults must respect young people and stop conceiving students as passive objects of educational processes. Finally, we believe we have the great challenge to stablish a possible dialogue among art, school and youth culture, reflecting on educational field and its attributions and legitimations.