O trabalho docente e a formação do indivíduo: limites e potencialidades do ensino de artes

• Ano de defesa: 2013
• Autor(a) principal: Ferri, Márcia Barcellos
• Orientador(a): Sass, Odair
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Arte e educação; Ensino fundamental; Teoria crítica da sociedade; Arte-educação
• Palavras-chave em Inglês: Art and education; Elementary education; Critical theory of society; Art education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10385

This present work is intended to demonstrate the relation between the teachers of the education of arts from basic education I establishes with the education of arts and also the relation with the works of art itself. We consider that such relation might be learned through the analyses of the artistic contents selected by the teachers for the education of arts, by the most used pedagogical procedures by the teachers and from the objectives of the education of arts elected by the teachers. It is intended, through this manner, to comprehend which are the specific qualities, in the present time, of the education of arts, to then analyze the social aspects that will make possible to clarify how the art manifest itself in the education and mainly to recognize how the society objectify itself in the education of arts. This research is oriented by the analysis developed by the authors of the critical theory of society, about the social function of the art and from the school to the formation of subjects. The concepts of formation, cultural industry, art, instrumental knowledge and mimesis were extracted from the discussions advocated by Adorno, Marcuse, Horkheimer and Benjamin. The adoption of theoretical referential it s due to the fact that the critical theory of society discuss the formation of the subject in view of the problems of society managed by funding. The discussions realized by the present work, justify itself as it intends to contribute to the debate about social function of the education of arts and the school, in the present society, exploring the perspective of a education that not only promotes the adaptation. It is based in the hypothesis that through the education of arts it s possible an education that favors the development of a reflexive and critic thinking. For the making of the present research, there were realized interviews with four teachers who teaches the education of arts in the fundamental education I, from two county public schools in the city of Sao Paulo. The analyzed interviews have shown that, even the education of arts, which should have a critical character in light of the given reality, it s been given in the educational institutions as a knowledge priority instrumental. The relations that the teachers develop with the education of arts and with the art itself, shows it in a contradictory way, sometimes targeting the adaptation of the subjects and sometimes targeting their awareness