Art and Special Education: narrative and artistic creations

• Autor(a) principal: Beltrami, Flávia Gurniski
• Data de Publicação: 2019
• Outros Autores: Mori, Nerli Nonato Ribeiro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/37784
• topic: Special education; Art; Creative process.; Educación especial; Arte; Proceso creativo.; Educação especial; Arte; Processo criativo.

This article presents a part of a research of a Master course in Education that discusses art as a way to knowledge and sensitivity in the process of artistic creation in Special Education in an inclusion process. This research justifies by the need of studies which contribute to the perception of the world, with the interaction with each other in a way that the process of artistic creation is conceived as a source of humanization, considering social, historical and cultural determinations. Our investigation starts with the following questioning: how does occur the narrative and artistic creation development through art? In order to answer this question, we had, as a main goal, investigate the narrative development and artistic creation through art with educational intervention which integrates a group of students with special needs, in a multifunctional resource classroom in a municipal school, in the city of Maringá – PR. This research is based on the Historical Critical Theory, aiming: to emphasize art as a source of humanization; discuss in a brief way the teaching of Art in Brazil and Special education; highlight the popular art and the importance of narratives; promote gatherings mobilizing the process of artistic creation and analyses, exemplifying one artistic production. The methodology for this research is qualitative, involving bibliographical studies and participant research. In our final considerations, with the reached results with this work, we defend the importance of teaching Art for the student’s cognitive and sensitive development, because this favors the construction of thought and a space of discussion.