Art education and human emancipation

Detalhes bibliográficos
Autor(a) principal: Farias, Carla Galvão
Data de Publicação: 2020
Outros Autores: Oliveira, Milene kinlliane Silva de, Dias, Polyana Nogueira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/10127
Resumo: This article is concerned to some reflections on the concepts of art education and human emancipation. To this aim, we consider the teaching of Arts in Basic Education according to the Law of Guidelines and Bases 9.394/96, the Law 13.278/16 and the challenges presented in this teaching-learning. It is a Bibliographic research, which consists of relating the thoughts of two authors: the conceptions of art education in Duarte Jr. (2010, 2012) and the concepts of “bancárias” practices in education, “Ser Mais”, human emancipation and autonomy in Paulo Freire (1996, 2011). Aiming to find similarities in the studies of the aforementioned authors on teaching practices and ways to encourage students' autonomy. It is concluded that art education promotes autonomy, by respecting subjectivity and creating teaching-learning practices that comprehend the human being in an integral way. The body is also considered important in the learning process, not only the mind. Therefore, emotions and life experiences are welcomed.
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spelling Art education and human emancipationArte-educación y emancipación humanaArte-educação e libertação humana Art education“Bancária” educationHuman emancipation.Arte-educaciónEducación “bancaria”Emancipación humana.Arte-educaçãoEducação “bancária”Libertação humana.This article is concerned to some reflections on the concepts of art education and human emancipation. To this aim, we consider the teaching of Arts in Basic Education according to the Law of Guidelines and Bases 9.394/96, the Law 13.278/16 and the challenges presented in this teaching-learning. It is a Bibliographic research, which consists of relating the thoughts of two authors: the conceptions of art education in Duarte Jr. (2010, 2012) and the concepts of “bancárias” practices in education, “Ser Mais”, human emancipation and autonomy in Paulo Freire (1996, 2011). Aiming to find similarities in the studies of the aforementioned authors on teaching practices and ways to encourage students' autonomy. It is concluded that art education promotes autonomy, by respecting subjectivity and creating teaching-learning practices that comprehend the human being in an integral way. The body is also considered important in the learning process, not only the mind. Therefore, emotions and life experiences are welcomed.Este artículo trae algunas reflexiones sobre los conceptos de arte-educación y emancipación humana, considerando la enseñanza de las artes en la Educación Básica, de acuerdo con la Ley de Lineamientos y Bases 9.394/96, la Ley 13.278/16 y los desafíos que permean esta enseñanza-aprendizaje. Se trata de una investigación Bibliográfica, que consiste en relacionar los pensamientos de dos autores: las concepciones de arte-educación en Duarte Jr. (2010, 2012) y los conceptos de prácticas “bancarias” en educación, “ser mais ”, emancipación humana y la autonomía en Paulo Freire (1996, 2011). Con el objetivo de encontrar similitudes en los estudios de los autores mencionados sobre prácticas docentes y formas de incentivar la autonomía de los estudiantes. Se concluye que arte-educación promueve la autonomía, respetando la subjetividad y creando prácticas de enseñanza-aprendizaje que comprendan al ser humano de manera integral, es decir, el cuerpo también se considera importante en el proceso de aprendizaje, no solo la mente. Por tanto, las emociones y las experiencias de la vida son bienvenidas.Este artigo traz algumas reflexões sobre os conceitos de arte-educação e libertação humana, considerando, para tal, o ensino de Artes na Educação Básica, de acordo com a Lei de Diretrizes e Bases nº 9.394/96, da lei 13.278/16 e os desafios que permeiam esse ensino-aprendizagem. Trata-se de uma pesquisa de cunho Bibliográfica, que consiste em relacionar os pensamentos de dois autores: as concepções de arte-educação em Duarte Jr. (2010, 2012) e os conceitos de práticas “bancárias” na educação, de “ser mais”, de libertação humana e de autonomia em Paulo Freire (1996, 2011). Visando encontrar aproximações nos estudos dos referidos autores sobre as práticas de ensino e os modos de se estimular a autonomia dos educandos.  Conclui-se que a arte-educação vai ao encontro da autonomia, por respeitar a subjetividade e promover práticas de ensino-aprendizagem que compreendem o ser humano de forma integral, ou seja, o corpo também é considerado importante no processo de aprendizado, não apenas a mente. Por isso, as emoções e experiências de vida são acolhidas.Research, Society and Development2020-11-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1012710.33448/rsd-v9i11.10127Research, Society and Development; Vol. 9 No. 11; e46391110127Research, Society and Development; Vol. 9 Núm. 11; e46391110127Research, Society and Development; v. 9 n. 11; e463911101272525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/10127/8999Copyright (c) 2020 Carla Galvão Farias; Milene kinlliane Silva de Oliveira; Polyana Nogueira Diashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFarias, Carla GalvãoOliveira, Milene kinlliane Silva deDias, Polyana Nogueira 2020-12-10T23:37:57Zoai:ojs.pkp.sfu.ca:article/10127Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:32:15.341591Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Art education and human emancipation
Arte-educación y emancipación humana
Arte-educação e libertação humana
title Art education and human emancipation
spellingShingle Art education and human emancipation
Farias, Carla Galvão
Art education
“Bancária” education
Human emancipation.
Arte-educación
Educación “bancaria”
Emancipación humana.
Arte-educação
Educação “bancária”
Libertação humana.
title_short Art education and human emancipation
title_full Art education and human emancipation
title_fullStr Art education and human emancipation
title_full_unstemmed Art education and human emancipation
title_sort Art education and human emancipation
author Farias, Carla Galvão
author_facet Farias, Carla Galvão
Oliveira, Milene kinlliane Silva de
Dias, Polyana Nogueira
author_role author
author2 Oliveira, Milene kinlliane Silva de
Dias, Polyana Nogueira
author2_role author
author
dc.contributor.author.fl_str_mv Farias, Carla Galvão
Oliveira, Milene kinlliane Silva de
Dias, Polyana Nogueira
dc.subject.por.fl_str_mv Art education
“Bancária” education
Human emancipation.
Arte-educación
Educación “bancaria”
Emancipación humana.
Arte-educação
Educação “bancária”
Libertação humana.
topic Art education
“Bancária” education
Human emancipation.
Arte-educación
Educación “bancaria”
Emancipación humana.
Arte-educação
Educação “bancária”
Libertação humana.
description This article is concerned to some reflections on the concepts of art education and human emancipation. To this aim, we consider the teaching of Arts in Basic Education according to the Law of Guidelines and Bases 9.394/96, the Law 13.278/16 and the challenges presented in this teaching-learning. It is a Bibliographic research, which consists of relating the thoughts of two authors: the conceptions of art education in Duarte Jr. (2010, 2012) and the concepts of “bancárias” practices in education, “Ser Mais”, human emancipation and autonomy in Paulo Freire (1996, 2011). Aiming to find similarities in the studies of the aforementioned authors on teaching practices and ways to encourage students' autonomy. It is concluded that art education promotes autonomy, by respecting subjectivity and creating teaching-learning practices that comprehend the human being in an integral way. The body is also considered important in the learning process, not only the mind. Therefore, emotions and life experiences are welcomed.
publishDate 2020
dc.date.none.fl_str_mv 2020-11-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/10127
10.33448/rsd-v9i11.10127
url https://rsdjournal.org/index.php/rsd/article/view/10127
identifier_str_mv 10.33448/rsd-v9i11.10127
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/10127/8999
dc.rights.driver.fl_str_mv Copyright (c) 2020 Carla Galvão Farias; Milene kinlliane Silva de Oliveira; Polyana Nogueira Dias
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Carla Galvão Farias; Milene kinlliane Silva de Oliveira; Polyana Nogueira Dias
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 11; e46391110127
Research, Society and Development; Vol. 9 Núm. 11; e46391110127
Research, Society and Development; v. 9 n. 11; e46391110127
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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