O ensino de Artes nos anos finais do Ensino Fundamental: um estudo da prática do Arte-Educador no Sul do Amazonas

Abstract

This research work was carried out under the PPGECH/IEAA/UFAM Graduate Program in Science and Humanities Teaching, which aimed to identify the Arts Teaching Conceptions present in the practice of Arts educators in the final years of elementary school in municipal and state schools of Lábrea/AM. We chose the principles of qualitative research, of the multiple case study type (YIN, 2015). The data were constructed from a closed questionnaire, semi-structured interviews, and for data analysis we opted for content analysis, defined by Bardin (2016) and Franco (2018). We support this work in Ferraz and Fusari (2010; 2018), which deal with the theoretical trends in school education, helped us to understand more deeply the issue of the educational practice of Art and its relationship with our life, Barbosa (1998; 2007; 2008 ; 2011; 2012; 2013; 2014), Pontes (2005; 2013) and Azevedo (2000; 2014), makes us understand the postmodern condition of Art Teaching as knowledge, Richter (2012 and 2013) helping to reflect the context of the interdisciplinarity and aesthetics of everyday life and Rizzi (2012) paths methodologies of art as epistemology. The results achieved showed that the majority of teachers / subjects do not have adequate training in the area and almost always the discipline Art is used to complete the workload or fill idle time, which they call “tip of load”. There is an evident trace of multipurpose practice. It was also evident that the pedagogical practice of the teacher occurs in an imbricated way, an intense mixture of the pedagogies of the idealistic-liberal tendency - traditional, renovating and technicist - sometimes with greater or lesser intensity. generating conceptual weaknesses and methodologies in pedagogical praxis. Above all, the lack of a meaningful teaching of Art aimed at the development of aesthetic perception and recognition of cultural diversity. Pointing to the need to implement programs aimed at continuous and continuing teacher education, as advocated by the laws, and to overcome the understanding that any teacher without specific training in the area, has adequate conditions to act as an art educator.