A defesa do ensino e aprendizagem de arte para a formação omnilateral: uma crítica a disciplina de arte na política educacional brasileira e do estado do paraná (1990 a 2018).
| Ano de defesa: | 2021 |
|---|---|
| Autor(a) principal: |
Zanella, Katerine
 |
| Orientador(a): |
Zanella , José Luiz
|
| Banca de defesa: |
Zanella, José Luiz
,
Bonamigo, Carlos Antônio
,
Nunes, Ana Luiza Ruschel
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Francisco Beltrão |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Ciências Humanas
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/5487 |
Resumo: | The research was presented to the Postgraduate Program - Master's Degree - Concentration Area: Education; Line of Research: Society, Knowledge and Education of the University of the West of Paraná - UNIOESTE, and aimed to analyze the teaching of Art in Brazilian Education defined from LDB 9394/96 specifically with the guidelines of the neo-liberal policies of the decade 1990. The research sought to answer the following problem: Does the discipline of Art, in Brazilian educational policy after the 1990s and, specifically in the State of Paraná, enable Omnilateral training? What are PHC's contributions to the teaching and learning of Art in Paraná? The theoretical-methodological assumption used is based on Historical-Dialectical Materialism. The methodology used is bibliographic and documentary research. The bibliographic research is based on the study of the following authors: Marx and Engels (1986), Marx (2010), Marx (2004), Saviani (2003), Saviani (2008), Frigotto (2012), Duarte (2010), Manacorda ( 2007), Fusari and Ferraz (2001), Gramsci (1978), Goodson (1997), Konder (1967), Lukács (1970), Macedo (2014), Batista (1995), Sforni (2015), Vygotsky (1999).In the documentary research, the following documents were analyzed: LDB (1996), PCNs (1997), BNCC (2017), DCE of Art (2008), Paraná Curriculum Referential (2018). The study is justified by the need to affirm Art as a cultural expression of the historical man, and this, in turn, can become an ideological tool to adapt to the current system, as well as an emancipatory tool. The writing of this dissertation was organized into three chapters. In the first moment, we sought to analyze the importance of Art for Omnilateral human formation. In order to justify the formulation and elaboration of a school subject that works in a way that brings the historical roots of Art, and presents to the students its several manifestations. In the second moment, we aim to analyze the historical materiality of the Brazilian educational policies of 1990 and the current unfoldings of the Paranaense curricular policies aligned to the hegemonic system. Finally, we seek to analyze the curricular discipline of Art from the perspective of Critical-Historical Pedagogy: in defense of the teaching and learning of Art. We conclude that the educational policy for the teaching of Art materialized in the PCNs, BNCC, and in the DCEs of Paraná, is based on the learning of skills and abilities and, thus, minimizes the teaching of the systematized knowledge of Art. In opposition to this policy, we defend the teaching and learning of Art from the perspective of Critical Historical Pedagogy from the classics for an Omnilateral training as full human training for the children of the working class in the struggle for social emancipation. |