O currículo e as artes visuais nos cursos de Licenciatura em Pedagogia das Instituições de Ensino Superior Públicas do Estado do Paraná

Abstract

This study is part of the research and teaching line of the Postgraduate Program in Education of the State University of Ponta Grossa / PR, which has as its object of study the curriculum of the Degree in Pedagogy of Public Higher Education Institutions (HEI). of the State of Paraná, in relation to the knowledge of Art - Visual Arts in the formation of the pedagogue, starting from the hypothesis: the curricula of the Pedagogy courses of the public state of Paraná contemplate the visual arts in their curricular matrix, tenuously in the theoretical foundations. methodologies weakening the education of the pedagogue. The problem to be investigated is expressed through the following question: How do the curricula of the Pedagogy Degree Courses of the public HEIs of the State of Paraná organize and offer Visual Art - Arts in the formation of the pedagogue to work in basic education? The general objective of this research is to analyze the curricula of the Pedagogy Degree Courses of the Public Higher Education Institutions of the State of Paraná, in relation to the knowledge of Art - Visual Arts, in the formation of the pedagogue. From the formulation of the general objective, the specific objectives that we list are: Identify the Pedagogy Degree Courses of public HEIs in the State of Paraná; To evaluate the theoretical / pedagogical and curricular foundations of the Curricular Pedagogical Project of the Degree in Pedagogy of the public HEI of the State of Paraná and the implications in the formation of the pedagogue; To analyze what, how, why and how the curriculum inserts the Art - Visual Arts discipline as knowledge in the education of the educator in the public HEIs of Paraná State. The theoretical framework consists mainly of the authors: Adorno (1995, 1996, 2001, 2010); Adorno and Horkheimer (1985); Barbosa (2001, 2002a); Dondis (1997); Fusari and Ferraz (1992); Martins, Picosque and Guerra (1998); Pucci (2012, 2015); Silva (2015) among others. The research methodology is based on a qualitative approach, in the multi-case mode, directed by the negative dialectical method of Adorno (2010) based on the epistemological field of Critical Theory. The research took place in ten (10) public HEIs in the state of Paraná, using as data collection instruments: the semi-structured questionnaire and / or the semi-structured interview with the course coordinators and teachers who teach the Art Teaching discipline in the Courses. Degree in Pedagogy, and the documentary analysis of the Curricular Pedagogical Projects of the Degree in Pedagogy Courses of the ten public HEIs of the state of Paraná. Data analysis was performed according to the methodological theoretical assumptions of Bardin Content Analysis (2011). The results show that two (2) curricula of Pedagogy courses of public HEIs of the State of Paraná do not yet have at least one discipline that provides the teaching and learning of Art - Visual Arts in the Pedagogy Degree Course and when it has, is inserted in a single discipline with multipurpose and non-interdisciplinary training in the performance of this professional; four (4) Courses still have curricula that do not support the teaching and learning of the Visual Arts in the Art discipline. Even with some advances in having the Visual Arts present in Pedagogy curricula, it is still seen as secondary and, it can be said, an appendix in the Pedagogy Degree Courses of the public HEIs of the State of Paraná. Therefore, the formation of the knowledge of this area is tenuous for the integral and integrated formation of the educator.