Arte-educação / experiências estéticas e a formação humana
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| Publication Date: | 2025 |
| Format: | Master thesis |
| Sprog: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10194 |
Summary: | This study investigates the role of the subject of Art in human and school formation, starting from the problem of its devaluation and marginalization in the contemporary curriculum. The central question that guides the dissertation is: from which perspective can we formatively justify the teaching of arts in school? In light of this question, our main objective is to substantiate the importance of teaching art in school, while also seeking to clarify the guidelines and principles that sustain and should guide Art education with a view to promoting human formation. As specific objectives, the research seeks to: (i) recover some social and legal milestones that introduce Art into the curriculum; (ii) cast a special look at the art education movement as a proposal that transforms the traditional view of artistic education; and (iii) explore the theoretical approaches of aesthetic experience (Dewey), the aesthetics of existence (Hermann), and political formation (Nussbaum). The methodology is characterized as qualitative, bibliographical, and documentary research, conducted under a hermeneutic stance. The work is organized into three chapters: the first traces the historical trajectory of Art teaching in Brazil; the second discusses the shift toward Art education and the valorization of artistic experience; and the third deepens the theoretical foundations in Dewey, Hermann, and Nussbaum. The results indicate that Art, as aesthetic experience, is essential for the development of imagination and the understanding of the other, in addition to possessing a transformative and liberating potential, fundamental for strengthening critical capacity, sensitivity, and autonomy. It is concluded that the presence of art in school is justified insofar as it provides experiences that enrich the individual’s integral formation and their capacity to interact with and transform society. |