A especificidade do ensino de arte na perspectiva da pedagogia histórico-crítica
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Data
2019-02-28
Autores
Leitão, Juliana Oliveira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Pedagogia Histórico-Crítica vem ocupando um importante espaço nos estudos e pesquisas a respeito da educação brasileira contemporânea e na constituição de propostas pedagógicas, construindo um pensamento educacional de referencial marxista. Desde o início da década de 1980 os autores que se apóiam nessa pedagogia têm estudado e discutido os problemas educacionais da escola contemporânea, esclarecendo os fundamentos filosóficos de teorias que desencadearam estes problemas e que legitimam discursos hegemônicos que corroboram a crise na educação. Para além dessa contribuição, que revela o pano de fundo conservador de teorias e ideias educacionais que se apresentam como propostas aparentemente transformadoras, a Pedagogia Histórico-Crítica defende a escola como cerne dos processos de formação da classe trabalhadora em uma perspectiva que venha extrapolar os limites impostos pelo capitalismo para a realização humana. Na constituição dessa defesa se destaca a importância da prática social precedente e, portanto, da necessidade de um trabalho pedagógico de socialização sistematizada dos conteúdos científicos, artísticos e filosóficos em uma perspectiva materialista, histórica e dialética. Trata-se de uma discussão de relevância, sobretudo por transitarmos em um momento histórico que revela um profundo esvaziamento, proposital, da especificidade da educação escolar. O potencial de humanização que existe na educação escolar, ainda que limitado pelas condições históricas, se justifica pelo interesse das classes dominantes em dispensar esforços na tentativa de cooptar ao máximo a formação dos trabalhadores. Seja pelos ataques conferidos aos professores, como os que temos visto com movimento conservador Escola Sem Partido e o governo do presidente Jair Bolsonaro (PSL), ou por meio de reformas educacionais, como o Novo Ensino Médio e a consolidação problemática da Base Nacional Comum Curricular. Identificamos, a partir de leituras de documentos regulatórios e abordagens metodológicas atuais, uma realidade educacional problemática na qual o ensino de Arte emerge como disciplina que se distancia de seu objeto: a arte. Entregue às atividades práticas, fragmentadas e com referências limitadas ao cotidiano capitalista, distancia-se de sua finalidade de formação dos sentidos para a humanização. Discutimos nesta pesquisa o objeto específico ao campo da arte, em sua condição passada e presente, para explicitarmos a especificidade do ensino de Arte e como a Pedagogia Histórico-Crítica, fundamentada no materialismo histórico dialético, aponta a necessidade de conduzir os alunos à apropriação desse conhecimento. Sendo assim, propomos uma reflexão sobre a especificidade do ensino de Arte a partir da compreensão da arte como trabalho criador e como conhecimento sensível da realidade humana.
The History-Critical Pedagogy has occupy an important position in the studies and researches regarding contemporary Brazilian education and in the constitution of pedagogical proposals, constructing an educational thought of Marxist referential. Over the last three decades, authors who have relied on this pedagogy have studied and discussed the educational problems of contemporary school, clarifying the philosophical foundations of theories that have unleashed these problems and which legitimize hegemonic discourses that corroborate the crisis in education. Besides this contribution, which reveals the conservative background of educational theories and ideas that present themselves with seemingly transformative proposals, Historical-Critical Pedagogy defends school as the core of the processes of formation of the working class and in a perspective that goes beyond the limits imposed by capitalism for human achievement. In the constitution of this defense, the importance of the previous social practice and, therefore, the need for a pedagogical work of systematized socialization of the scientific, artistic and philosophical contents, in a materialist, historical and dialectical perspective. This is a discussion of relevance, especially as we move through a historical moment that reveals a deep, purposive, emptying of the specificity of school education. The potential for humanization that exists in school education, although limited by historical conditions, is justified by the interest of the ruling classes in striving to surround, to the maximum extent, the training of workers. Be it for the attacks on teachers, as we have seen as the conservative movement School Without Party, the government of President Jair Bolsonaro (PSL), through educational reforms, such as the constitution of New High School, and the problematic consolidation of the National Base Curricular Common. We have identified, from readings of regulatory documents and current methodological approaches, a problematic educational reality in which the teaching of art appears as a discipline far from its object: art. With many practical activities, fragmented and limited to daily capitalist life, they distance themselves from their purpose of developing the senses for humanization.We discuss in this research the specific object for the field of art, in its past and present condition, to clarify the specificity of art teaching and how Historical-Critical Pedagogy, based on dialectical historical materialism, points to the need for appropriation of this knowledge.Therefore, we propose a reflection on the specificity of the teaching of Art, from the understanding of art as a creator work and as a sensitive knowledge of human reality.
The History-Critical Pedagogy has occupy an important position in the studies and researches regarding contemporary Brazilian education and in the constitution of pedagogical proposals, constructing an educational thought of Marxist referential. Over the last three decades, authors who have relied on this pedagogy have studied and discussed the educational problems of contemporary school, clarifying the philosophical foundations of theories that have unleashed these problems and which legitimize hegemonic discourses that corroborate the crisis in education. Besides this contribution, which reveals the conservative background of educational theories and ideas that present themselves with seemingly transformative proposals, Historical-Critical Pedagogy defends school as the core of the processes of formation of the working class and in a perspective that goes beyond the limits imposed by capitalism for human achievement. In the constitution of this defense, the importance of the previous social practice and, therefore, the need for a pedagogical work of systematized socialization of the scientific, artistic and philosophical contents, in a materialist, historical and dialectical perspective. This is a discussion of relevance, especially as we move through a historical moment that reveals a deep, purposive, emptying of the specificity of school education. The potential for humanization that exists in school education, although limited by historical conditions, is justified by the interest of the ruling classes in striving to surround, to the maximum extent, the training of workers. Be it for the attacks on teachers, as we have seen as the conservative movement School Without Party, the government of President Jair Bolsonaro (PSL), through educational reforms, such as the constitution of New High School, and the problematic consolidation of the National Base Curricular Common. We have identified, from readings of regulatory documents and current methodological approaches, a problematic educational reality in which the teaching of art appears as a discipline far from its object: art. With many practical activities, fragmented and limited to daily capitalist life, they distance themselves from their purpose of developing the senses for humanization.We discuss in this research the specific object for the field of art, in its past and present condition, to clarify the specificity of art teaching and how Historical-Critical Pedagogy, based on dialectical historical materialism, points to the need for appropriation of this knowledge.Therefore, we propose a reflection on the specificity of the teaching of Art, from the understanding of art as a creator work and as a sensitive knowledge of human reality.
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Palavras-chave
Arte, Pedagogia histórico-crítica, Arte-educação, Educação escolar