Análise das propostas de oficinas de arte em uma escola de Educação Integral do interior paulista numa perspectiva intercultural

• Ano de defesa: 2023
• Autor(a) principal: Marques, André Ricardo Barros
• Orientador(a): Galizia, Fernando Stanzione
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Educação - PPGPE
• Palavras-chave em Português: Educação integral; Oficinas de artes; Interculturalidade crítica
• Palavras-chave em Inglês: Integral education; Art workshops; Critical interculturality
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::CURRICULO; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/18057

This research sought to analyze the effects of art workshops on the integral development of students at a school in the interior of São Paulo from the perspective of teachers in an Intercultural perspective. It was also sought to analyze which are the conceptions of integral education adopted by the teachers of the workshops involved in the project; verify the format of the workshops and whether they contribute to the integral development of the student; examine how the themes and contents of the proposed workshops are chosen; and to find out which teaching strategies are used in the Art workshops. In the bibliographical review, we seek to understand the integral education models of Anísio Teixeira and Darcy Ribeiro, the social function of the school, the curriculum, the concepts of Integral Education, and the importance of teaching art from authors such as: Antonilo (2012), Barbosa, (2016), Cavalcante (2013), Cavaliere (2009), Clemente (2013), Goncalvez (2006), Moll, Posser and Almeida (2016). Our theoretical framework is supported by the Critical Interculturality proposed by Vera Candau. A qualitative research was carried out with semi-structured interviews with four teachers working in art workshops. The data allowed us to conclude that there are two conceptions of Integral Education in the school: the vision of integral education more linked to the increase of the student's permanence time in the school and of assistance character; and the vision of an education that contemplates learning different from those worked on in regular education in a way that develops the student in an integral way. It was also possible to apprehend that the researched art workshops collaborate for the development of different skills besides cognitive and motor skills, such as sociability, autonomy and emotional intelligence. Finally, it was possible to perceive that the themes and contents worked on are free and malleable, which seems to be an educational advantage and, therefore, the teachers seem to adapt the workshops according to the needs of the classes and the children.