Arte como direito? A formação do professor de artes visuais no Município de São Paulo/SP

Abstract

The research, with a quantitative and qualitative approach, has as objective to understand the curricular organizations of the Degree in Visual Arts courses in the city of São Paulo, seeking, in the theoretical foundations and in the pedagogical and specific knowledge of the training of Art¿s teachers, a reflection on the quality of these courses, allied to the importance of teaching Arts in basic education as a right. Based on contributions about the importance of teaching Arts for human development (ADORNO, 2018; EISNER, 2008; OSTROWER, 1996) and its relationship with knowledge and meanings related to that knowledge (such as the development of the cognitive sensibilities and the meanings related to this knowledge), we intend to understand the social function of the Arts (CONTRERAS 2002; ZEICHNER, 2005) investigating, in Higher Education Institutions (HEI) and in the legal guidelines, the process of education in undergraduate courses for the Visual Arts teacher, considering (between concepts and authors) reflection / criticism and teaching praxis (VÁZQUEZ, 2011; PIMENTA, 2005), intellectual and cultural autonomy (FREIRE, 1996), and the contribution of Historical-Critical Pedagogy (SAVIANI, 2018 ). The research had two stages: the first, which has the bibliographic review and document analysis, we identified sources for mapping the HEIs that maintain Arts courses in the municipality of São Paulo, selecting the Syllabi from courses that stood out in an emancipatory / cultural perspective of teachers and Arts as right and humanization due to the development of cognitive sensitivities (creativity and expressiveness), culturally rooted. In the second stage, also documentary, we analysed the Pedagogical Projects of the Courses (selected in the first stage), complemented by interviews with the coordinators of these courses. The analyses evidenced the existence of few studies on the curricular composition of the studies of Visual Arts teachers and the weaknesses and dispersion in the curricular organization of these courses as well as the intentionality in the studies of an artist/teacher and a teacher/creator (as movements of overcoming and incorporation), reinforcing the importance of a critical-reflective (and emancipatory) growth, culturally anchored and of Art understood as a right. The research results also contribute to improving the quality of these courses - in overcoming neo technicist educational visions (instrumentalizing and reductionist) - which, predominantly, guide the training of teachers in the country.