Arte e cultura juvenil no contexto escolar : “e alguém aqui quer saber o que o jovem tem a dizer sobre isso?”
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Data
2016-09-15
Autores
Mariano, Lucianne Gomes da Silva
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Universidade Federal de Mato Grosso
Resumo
This master’s thesis was developed within the Master Degree Program in Education of
Federal University of Mato Grosso, in Rondonópolis city, in the line of research Language,
culture and knowledge construction process. It was composed within the Study Group
Childhood, Youth and Contemporary Culture (GEIJC, Grupo de Estudos Infância e Juventude
na Cultura Contemporânea). This research aims to investigate the possible processes of dialog
among art and youth cultures in educational context. Therefore, it is supported by Youth
Studies and Art-education theories in Brazil. The purpose of this inquiry is to reflect
on/problematize the art teaching at school based on students’ perspectives. The theoretical
background of this study is the intervention research applied to childhood and youth. We
developed the research following two distinct steps. The first stage of this study aimed to
understand the universe created by students through art classes and also to comprehend their
relationship with this subject. One hundred twelve scholars cooperated with this first stage.
The second step presented an ample approach. Seventeen students participated promoting
discussions and exchanging experiences which surpass curriculum proposals. The participants
pointed out some relevant questions raised from art classes, such as: unqualified teachers,
fragmented contents, lack of contextualization, chronological limitation for classes and
proposed activities, scarcity of materials, greater appreciation for the final product instead of
valorization of the creation process and connection between aesthetics and technique which
contributes for depreciation of art in the educational context. Data indicate a pedagogical
practice adult-centered with scripts predetermined and planned upon safe bets. Teachers
define “how”, “when’ and “where” to make art following pedagogical recipes. They do not
provide tools (cognitive, material, pedagogical or chronological) to stimulate students’
creativity and autonomy. Moreover, young people constitute relationships seeking
belongingness and acceptance. For this reason, this inquiry conceives peer culture as a
fundamental factor for youth’s identity construction. Our analysis highlighted a school culture
full of discrepancies with pedagogical, curricular, instrumental, institutional, marked-based
and symbolic mechanisms of control. School experiences are permeated by power relations:
adults subordinate young people and they reproduce this attitude trying to subordinate their
own colleagues. This research reveals that children and youth have a lot to say about
education processes. Their contributions can help us to implement a democratic pedagogical
practice in which reading and writing, speaking and listening, producing and learning can
promote experiences further standardizations and categorizations proposed only for adults.
Thus, this master’s thesis argues that is fundamental listening to our students to promote an
effectively democratic and human education. Furthermore, adults must respect young people
and stop conceiving students as passive objects of educational processes. Finally, we believe
we have the great challenge to stablish a possible dialogue among art, school and youth
culture, reflecting on educational field and its attributions and legitimations.
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MARIANO, Lucianne Gomes da Silva. Arte e cultura juvenil no contexto escolar: “e alguém aqui quer saber o que o jovem tem a dizer sobre isso?”. 2016. 165 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016.