Movimentos de resistência e os impactos no ensino de Arte-Artes Visuais em relação às políticas públicas da educação no Brasil

Abstract

This thesis is part of the Teaching and Learning research line of the Graduate Program in Education at the State University of Ponta Grossa/PR. Its object of study is Resistance Movements and their impact on Art and Visual Arts Education in relation to Public Education Policies in Brazil. We list the research problem for which we seek possible answers to the following question: What are the Resistance Movements and their impact on Art and Visual Arts Education in relation to Public Education Policies in Brazil? The overall objective of the research is to analyze, in their entirety and contradictions, the Resistance Movements in relation to Public Education Policies in Brazil, revealing their impact on Art and Visual Arts Education in Brazil. Based on the general objective, we listed some specific objectives: a) To survey the epistemological foundations and conceptions that forged and architected contradictory relationships between Art, State, and Society from a critical dialectical perspective; b) To identify the materiality of Public Policies in their contradictions and mediations through the historical conceptions of Art-Visual Arts Education in the Brazilian educational reality; c) To analyze the manifestations of Resistance Movements in relation to Public Educational Policies in Brazil and the impacts on Art and Visual Arts Education in all its contradictions and mediations. The theoretical framework consists mainly of authors such as: Marx (2011); Lukács (1965, 1979, 2010), Vázquez (2010), Fischer (1987), Hauser (1972), Gombrich (1999), Didi-Huberman (2011), Amaral (2003), Canclini (1984), Barbosa (2008, 2010), Nunes (2003, 2021), Saviani (2008), Fusari; Ferraz (2001), among others. The epistemological field is Dialectical Historical Materialism and the research design is theoretical-bibliographic and documentary. Data analysis is performed based on Content Analysis following the steps outlined by de Bardin (2016), whose theoretical-bibliographic and documentary analysis materials found in the main Associations and federative organizations in the field of Art in Brazil, such as letters, manifestos, support and repudiation notes, official letters, motions, petitions, and articles published in event proceedings in order to reveal the possible impacts of the Resistance and (Re)Existence Movements of Art-Visual Art Education in relation to Public Educational Policies in Brazil. It was possible to verify the existence of the Resistance Movement of Associations, which, by producing its dynamics of Resistance, had an impact on guaranteeing Art Education, expanding teacher training, reformulating and proposing curricula, conducting scientific research, and formulating Public Policies. Therefore, the relevance of other research is pointed out in order to further strengthen the Resistance that is so necessary today.