Estética heteronormativa nas aulas de Arte e superação pela construção de grupo operativo numa abordagem da Psicologia Social
Carregando...
Data
2017-01-07
Autores
Camargo, Danielle Twerznik [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho foi desenvolvido a partir de observações cotidianas em sala de aula, na disciplina de Arte, nos anos iniciais do Ensino Fundamental de uma escola pública, no interior do estado de São Paulo, com enfoque nas concepções estéticas de teor heteronormativo, uma vez que se têm constatado falas preconceituosas e sexistas entre os educandos, com atitudes que se reproduzem no ambiente escolar, resultando em posturas de segregação. Daí a necessidade de se discutir tais posturas heteronormativas no âmbito escolar e de se promover, por meio de grupos operativos, mudanças em relação às referidas situações observadas pela arte-educadora e pesquisadora no cotidiano da escola. Assim, por objetivo geral buscou-se desenvolver consciência crítica e reflexiva para superar a estética heteronormativa entre os educandos. Nessa direção, apresentam-se como objetivos específicos: a) A construção e aplicação de uma Sequência Didática utilizando conceitos da Psicologia Social para formação de Grupo Operativo, propiciando a superação de modelos heteronormativos; b) disponibilizar os procedimentos efetuados, ações e orientações, ou seja, o produto integrante à dissertação deste trabalho, em um site. Sob a abordagem qualitativa, o trabalho constitui-se no entrelaçamento de três linhas de estudo, que convergem em sua ideologia e didática: a construção de grupos transformadores de sua realidade (grupo operativo); uso da metodologia em pesquisa-ação (educador fazendo parte/atuando na construção do projeto); e a busca de mudança em relação às situações heteronormativas presentes subjetivamente (relações de gênero) no ambiente escolar. É perceptível encaminhamentos na concepção da Educação Popular pelos textos de Paulo Freire que serviram de base para tal. Os resultados obtidos pela observação sistemática das percepções dos educandos apontam para avanços nas posturas de tolerância, ainda que pequenos, sendo necessário um trabalho contínuo com esta abordagem para que a prática grupal e inclusiva torne-se hábito na Educação Básica.
This work was developed based on daily observations in the classroom, in the Art subject classes on the initial years of a public Elementary School, in São Paulo state, focusing on aesthetic conceptions of heteronormative content, since it has been observed a biased and sexist speech among students, with attitudes that are reproduced in the school environment, resulting on postures of segregation. Hence the need of discussing such heteronormative postures in the school context and to promote, through operative groups, changes in relation to the referred situations observed by the art educator and researcher in the daily life of the school. Thus, the general goal of this work has been to develop critical and reflexive awareness to overcome the heteronormative aesthetics among learners. In this direction, specific purposes are presented: a) the development and application of a pedagogical sequence model using Social Psychology concepts to form an Operative Group, providing the overcoming of heteronormative models; B) provide the procedures, actions and guidelines, that is, the integral product of this dissertation work, in a website. Under a qualitative approach, this work consists in an interweaving of three lines of study, which converge in its ideology and didactics: the construction of transforming groups on their own reality (operating group); The use of a methodology in action research (educator as part / acting in the construction of the project); and the search for change in relation to a present and subjectively heteronormative situation (gender relations) in the school environment. It is noticeable referrals in the conception of Popular Education by the texts of Paulo Freire that served as base for this work. The results obtained by the systematic observation of the students' perceptions pointed to advances on tolerance postures, even it has been a small one. It is necessary a continuously work with this approach method for that practice and inclusive group to become a habit in Basic Education.
This work was developed based on daily observations in the classroom, in the Art subject classes on the initial years of a public Elementary School, in São Paulo state, focusing on aesthetic conceptions of heteronormative content, since it has been observed a biased and sexist speech among students, with attitudes that are reproduced in the school environment, resulting on postures of segregation. Hence the need of discussing such heteronormative postures in the school context and to promote, through operative groups, changes in relation to the referred situations observed by the art educator and researcher in the daily life of the school. Thus, the general goal of this work has been to develop critical and reflexive awareness to overcome the heteronormative aesthetics among learners. In this direction, specific purposes are presented: a) the development and application of a pedagogical sequence model using Social Psychology concepts to form an Operative Group, providing the overcoming of heteronormative models; B) provide the procedures, actions and guidelines, that is, the integral product of this dissertation work, in a website. Under a qualitative approach, this work consists in an interweaving of three lines of study, which converge in its ideology and didactics: the construction of transforming groups on their own reality (operating group); The use of a methodology in action research (educator as part / acting in the construction of the project); and the search for change in relation to a present and subjectively heteronormative situation (gender relations) in the school environment. It is noticeable referrals in the conception of Popular Education by the texts of Paulo Freire that served as base for this work. The results obtained by the systematic observation of the students' perceptions pointed to advances on tolerance postures, even it has been a small one. It is necessary a continuously work with this approach method for that practice and inclusive group to become a habit in Basic Education.
Descrição
Palavras-chave
Heteronormatividade, Arte-educação, Psicologia Social, Heteronormativity, Art-education, Social Psychology