Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Andrade, Vanessa Silva
 |
| Orientador(a): |
Ferreira, Glauco Batista
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| Banca de defesa: |
Ferreira, Glauco Batista,
Abreu, Carla Luzia de,
Santos, Noeli Batista dos,
Dering, Renato de Oliveira |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Arte e Cultura Visual (FAV)
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| Departamento: |
Faculdade de Artes Visuais - FAV (RMG)
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/13040
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Resumo: |
The relationship between art teaching and the importance of visual culture is intrinsic, since thinking about visual culture is thinking about the constitution of society and the individuals who are part of it. However, throughout the history of education, the teaching of Arts has been anchored in a perspective, sometimes historiographical, sometimes to enumerate and punctuate characteristics about certain aspects or avant-gardes, reducing another type of proposal: reflection and criticism about this language. Therefore, there is, in this context, a trivialization of this curricular component at school, which, in turn, promoted - and still promotes - various forms of social prejudice, such as racism, which occurs through reproductions that come from a view of a given cultural and economic elite. When we understand this proposal, we notice that education has principles that dialogue with coloniality, discussed by Quijano (1992), Mignolo (2017) and other decolonials. In summary, a form of domination of bodies through massified knowledge imposed on all subjects, contributing to a racist education. The purpose of this work, written anchored in “escrevivência”, a concept by Conceição Evaristo (2020) and speech place by Djamila Ribeiro (2017), is to promote a critique of this view through a reflection on an anti-racist education. Thus, the research problem is to understand the importance of working with art in the classroom in order to contribute to a social and cultural reflection of society. That said, the general objective of this research is to question the absence of racial debate in art teaching. To this end, the study outlines the reflection on my trajectory and how I experienced the different forms of racism, as well as presenting possibilities for an anti-racist debate in art teaching through my experiences, understanding that this agenda is essential in teaching practice, since it is a necessary action to think about teaching art from a decolonial perspective. Based on the fact that it is in education that subjects become active agents in their learning process, the teaching of visual arts is an important tool for criticizing these preconceived models. The research, therefore, brings its contributions by proposing a new perspective to think about the teaching of arts in schools and, in this way, erasing coloniality through anti-racist educational “vivências”. |
