O ensino de Artes nas escolas Municipais de Manaus e aspectos históricos, políticos e educacionais: contextos e perspectivas em tempos de inclusão.

Abstract

This paper presents the results of the research master's program in Graduate Education, Federal University of Amazonas, which aims to analyze the historical, political and educational devoted to the teaching of arts in order to understand the educational policies adopted in the Municipal Education Manaus / AM, in time for inclusion. With this, it is understood that the teaching path to the present day, it took several changes in school practice and even in legislation. Facing this reality, it remains to identify the current education and public policy and government has to be matched to the reference to the Law of Guidelines and Bases of National Education No. 9.394/96, the National Curriculum and Development Plan Education, thus contextualizing the historical, political and educational teaching art in the city of Manaus / AM, trying to understand how it happened the new curriculum restructuring approved by the City Board of Education with the Resolution No. 09 of December 17, 2009. The references show the development of public policies for education and their achievements throughout history and expressing concerns about the teaching of art in Brazil and teacher education Arts opposite the rapidity of change of this end of the millennium. The processing of search results will be based on the dialectical method, with the data collection research literature effected through documentary analysis. Thus, looking up from the interpretation and understanding of educational legislation and contextualization of teaching arts, point inclusion perspectives made possible by a necessary restructuring of arts education curriculum in public schools in Manaus-Amazonas. Sought to present education scenario in Arts in Manaus / AM from the decree No. 09/2009 which restructured the curriculum of basic education in the light of the legislation approved by the Municipal Council of Education where over 600 teachers were extralotados. Stand out, among others, the most significant data: 18% of teachers of Arts, are now acting as kindergarten teachers, 13% are working in the first years of elementary school, 13% act as administrative, 13% are managers as and, 8% as pedagogical support.