Estudantes e docentes em negociações de identidades em aulas de arte

Abstract

In the 70s, the discipline of Art came through several transformations in teaching, being for a time called Art Education. In 1998, at the suggestion of the Brazilian Federation of Art Education (FAEB), or term is replaced by "Art Education", which seeks to use as four languages of the area: visual arts, dance, music and theater. In the same year, Art was adopted as a compulsory subject in Basic Education through Law No. 9,394 / 96, in the Guidelines and Bases of National Education, that is, a major step for the area. With the advance of the discipline, it is necessary to hire a teaching of art that is not Eurocentric, elitist or postcolonialist. Thus, a proposal of this master's dissertation is based on the Bakhtin Circle Language Studies; Stuart Hall and Zygmunt Bauman identity processes; from discussions about the hybridity brought about by Garcia Canclini and about identity negotiations brought about by Homi K. Bhabha, understanding how individuals from a college in a peripheral neighborhood of Ponta Grossa/PR negotiate their identities in art classes. This college in question receives students from communities with differences, which consequently generate conflicts in their interactions (classmates, family, community) and are not announced in school. It was observed how these subjects recognized in the other similarities or differences and how this interferes or reconstructs their discourses. Besides verifying how Art plays a fundamental role in the critical formation of the subjects and in the formation of their ideological positions. This work is for teachers who already understand an identity negotiation of subjects in classroom statements; involving power, class, gender and race disputes.