O ensino de Arte no Ensino Médio em escolas no Paraná: políticas, concepções e práticas (2008-2019).

Abstract

The main objective of this Doctoral dissertation was to unveil the policies, conceptions and practices of Art teaching in public High Schools in the State of Paraná from 2008 to 2019. The epistemological foundation of this research is the historical and dialectical materialism, from the analytical categories of phenomenon and essence, praxis, mediation, contradiction, universal-particular-singular and totality. The following content categories were listed: management of Art teaching and teaching work. The research methodology involved: a) conducting interviews with 14 Art teachers from the state public network, who worked in Ponta Grossa, Paraná, as well as with five pedagogues, five school principals and the coordinator of the tutoring team at the Regional Nucleus of Education of Ponta Grossa; b) document analysis of the State of Paraná and national documents. It is argued that the capitalist system, from the managerial logic of the State, does not prioritize and does not value artistic knowledge in the Brazilian educational system. Legislation and guiding documents are broad enough to legalize practically any Art education. The main conclusions are as follows: a) Art teaching in High School suffers from the same ills throughout the country: public schools are precarious; the curricular matrix privileges other knowledge to the detriment of Art; there is a lack of material resources and structure; charges for indexes in large-scale assessments are present; the devaluation of the teachers’ work is widespread and the future perspectives, from the Common Core State Standards, are worrying; b) the curricular proposals for this teaching undergo translations in their implementation, which may be, to a certain extent, coherent or not with what was prescribed; c) the hierarchy between knowledge, the discrepancy between training and enactment (perpetuating versatility), and the precariousness of in-service training are reproduced; d) The performance of students (statistics) is considered more valued than the work of Art teachers; e) School success is expected, verified and controlled vertically, but working conditions, insufficient and scarce, have been the same over the years, although teachers work daily to overcome them. Some alternatives, in the short, medium and long term, are indicated with the aim of building a different future, based on the collective actions of the present.