O pensamento de Merleau-Ponty na pintura contemporânea: reflexões sobre o ensino da arte

• Ano de defesa: 2017
• Autor(a) principal: Arruda, Reinaldo Gomes de
• Orientador(a): Furtado, Rita Márcia Magalhães
• Banca de defesa: Furtado, Rita Márcia Magalhães, Ostetto, Luciana Esmeralda, Araújo, Anna Rita Ferreira de, Real, Márcio Penna Corte, Baptista, Tadeu João Ribeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Ensino da arte; Pintura; Fenomenologia; Estética
• Palavras-chave em Inglês: Teaching of art; Phenomenology; Painting; Aesthetics
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/8031

The ontological approach is a fundamental need for the understanding of art and language. The teaching of art as culture and language in the school context provides the aesthetic and artistic formation, important for the perception of the things of the world. Considering that this theoretical and bibliographical work proposes to think - from the conception of the ontological phenomenology of Maurice Merleau-Ponty, present in the following works: The eye and the spirit; The indirect language and the voices of silence and Cézanne's doubt - the implications of contemporary painting in the school context, we raise a guiding question: To what extent does the thought of this theorist contribute to re-signify the view on contemporary painting in the school environment? For this, a theoretical research, of bibliographical character was developed with emphasis in the study and the analysis of the thought of Merleau-Ponty on the painting. Some scholars of philosophy, specifically aesthetics, as well as specific education theorists have been added in this research to articulate the possible contributions of the artistic experience in the school context. In this sense, it is understood that art needs to be democratized, that is, taught to all with the commitment to broaden the aesthetic and artistic domains.