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O apropriar-se da arte como uma forma de socializaĆ§Ć£o
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Este estudo propĆ“s tratar reflexƵes na educaĆ§Ć£o sobre o apropriar-se da arte como estratĆ©gias de socializaĆ§Ć£o de sujeitos contribuindo para inclusĆ£o e socializaĆ§Ć£o de educandos da EducaĆ§Ć£o BĆ”sica. Ć resultado de uma pesquisa de campo, de abordagem qualitativa. Ć interessante essa perspectiva metodolĆ³gica por utilizar a pesquisa-aĆ§Ć£o como mĆ©todo, permitindo assim, ao pesquisador entender os fenĆ“menos sobre a Ć³tica dos participantes da situaĆ§Ć£o estudada e a partir daĆ ter realizado as interpretaƧƵes necessĆ”rias. O projeto foi realizado em duas Escolas PĆŗblicas Municipais- EMPNMPS Escola Municipal Professora Neuza Maria Pires da Silva e CEB ā Centro Municipal de EducaĆ§Ć£o BĆ”sica, nos municĆpios de Santo EstevĆ£o e Feira de Santana, no estado da Bahia, Brasil. Participaram deste estudo 18 alunos, com a realizaĆ§Ć£o de seis oficinas didĆ”ticas, na qual a arte foi o instrumento de interaĆ§Ć£o. A pesquisa visou analisar possĆveis mudanƧas comportamentais dos sujeitos apĆ³s interaĆ§Ć£o com expressƵes artĆsticas. Compreender que algumas competĆŖncias sĆ£o importantes para se relacionar com os outros e consigo mesmo, compreender e gerir emoƧƵes, estabelecer e atingir objetivos, tomar decisƵes autĆ“nomas e responsĆ”veis e enfrentar situaƧƵes adversas de maneira criativa e construtiva, tendo a escola como um territĆ³rio promissor para a conquista desses objetivos. Ć fundamental que a escola possa trabalhar com os alunos competĆŖncias que englobem os aspectos cognitivos e sĆ³cio emocionais de responsabilidade, colaboraĆ§Ć£o, comunicaĆ§Ć£o, criatividade, autocontrole, pensamento crĆtico, resoluĆ§Ć£o de problemas e abertura ao outro. O MinistĆ©rio da EducaĆ§Ć£o, por meio dos ParĆ¢metros Curriculares Nacionais- (Pensa), enfatiza que a educaĆ§Ć£o em arte propicia o desenvolvimento do pensamento artĆstico, que caracteriza um modo particular de dar sentido Ć s experiĆŖncias das pessoas: por meio dele, o aluno amplia a sensibilidade, a percepĆ§Ć£o, a reflexĆ£o e a imaginaĆ§Ć£o. O interessante nessa reflexĆ£o Ć© a possibilidade de relacionar-se com a arte de forma criadora partindo do pressuposto que conhecendo a arte de outras culturas, os alunos podem compreender a relatividade dos valores que estĆ£o enraizados nos seus modos de pensar e agir, que podem criar um campo de sentido para a valorizaĆ§Ć£o do que lhe Ć© prĆ³prio e favorecer abertura Ć riqueza e Ć diversidade da imaginaĆ§Ć£o humana e relacionando criativamente consigo mesmo, com o outro e com o mundo.
This study proposes to treat reflections in education about the appropriation of art as strategies of socialization of subjects contributing to the inclusion and socialization of Students of Basic Education. Is the result of field research, qualitative approach. It is interesting this methodological perspective to use the action research as a method, thus allowing the researcher to understand the phenomena about the participants' perspective of the situation studied and from that point on, have performed the required interpretations. The project was carried out in two Municipal Public Schools, EMPNMPS ā Escola Municipal Professora Neuza Maria Pires da Silva and CEB ā Centro Municipal de EducaĆ§Ć£o BĆ”sica, in the municipalities of Santo EstĆŖvĆ£o and Feira de Santana, in the State of Bahia. 18 students participated in this study, with the realization of six workshops in which art was the instrument of interaction. The research aimed to analyze possible behavioral changes after interaction with artistic expressions. Understand that some skills are important to relate to others and with yourself, to understand and manage emotions, to establish and achieve goals, take autonomous and responsible decisions and face adverse situations in a creative and constructive way, with the school as a promising territory for the achievement of these goals. It is fundamental that the school can work with the students competences that encompass the cognitive and socioemotional aspects of responsibility, collaboration, communication, creativity, self-control, critical thinking, problem solving, and openness to other. The Ministry of Education, through the National Curricular Parameters - (PCNs), emphasizes that art education fosters the development of thinking artistic, which characterizes a particular way of giving meaning to the experiences of people: through him, the student broadens the sensibility, the perception, the reflection and the imagination. The interesting in this reflection is the possibility of relating to art in a creative way based on the assumption that by knowing the art of other cultures, students can understand the relativity of the values that are rooted in their ways of thinking and act, which can create a field of meaning for the valuation of what is own and openness to the richness and diversity of the human imagination and relating creatively with yourself, with the other and with the world.
This study proposes to treat reflections in education about the appropriation of art as strategies of socialization of subjects contributing to the inclusion and socialization of Students of Basic Education. Is the result of field research, qualitative approach. It is interesting this methodological perspective to use the action research as a method, thus allowing the researcher to understand the phenomena about the participants' perspective of the situation studied and from that point on, have performed the required interpretations. The project was carried out in two Municipal Public Schools, EMPNMPS ā Escola Municipal Professora Neuza Maria Pires da Silva and CEB ā Centro Municipal de EducaĆ§Ć£o BĆ”sica, in the municipalities of Santo EstĆŖvĆ£o and Feira de Santana, in the State of Bahia. 18 students participated in this study, with the realization of six workshops in which art was the instrument of interaction. The research aimed to analyze possible behavioral changes after interaction with artistic expressions. Understand that some skills are important to relate to others and with yourself, to understand and manage emotions, to establish and achieve goals, take autonomous and responsible decisions and face adverse situations in a creative and constructive way, with the school as a promising territory for the achievement of these goals. It is fundamental that the school can work with the students competences that encompass the cognitive and socioemotional aspects of responsibility, collaboration, communication, creativity, self-control, critical thinking, problem solving, and openness to other. The Ministry of Education, through the National Curricular Parameters - (PCNs), emphasizes that art education fosters the development of thinking artistic, which characterizes a particular way of giving meaning to the experiences of people: through him, the student broadens the sensibility, the perception, the reflection and the imagination. The interesting in this reflection is the possibility of relating to art in a creative way based on the assumption that by knowing the art of other cultures, students can understand the relativity of the values that are rooted in their ways of thinking and act, which can create a field of meaning for the valuation of what is own and openness to the richness and diversity of the human imagination and relating creatively with yourself, with the other and with the world.
Description
Keywords
Artes SocializaĆ§Ć£o Oficinas Ensino pĆŗblico EducaĆ§Ć£o Ensino bĆ”sico InclusĆ£o InteraĆ§Ć£o Brasil Art Education Inclusion Socialization Citizenship
Citation
Teixeira, Janete Moura - O apropriar-se da arte como uma forma de socializaĆ§Ć£o [Em linha]. Lisboa: [s.n.], 2018. 113 p.