The Thesis discusses the curriculum of Art developed in a full-time school in the
municipality of Palmas/TO (BRAZIL), in order to show the theory that bases this
curriculum, as well as the relationship between such curricular structure, the
conception of its perspective of full-time education. This research was based on the
principles of the qualitative approach, using the case study for the investigation, and
critical qualitative analysis as a technique for organizing and understanding the
interviews. Data collection was done through semi-structured interviews developed
with professors from the Full-time School of Art of Palmas/TO. The discussion about
the object of this research endorsed in the theoretical production of the curriculum
field, full-time integral education, educational legislation and Art teaching, associated
with the empirical corpus of research, from the perspective of Critical Theory, from
Frankfurt School. The theoretical references were based on Cavalieri (2010), Coelho
(2009), Saviani (2007), Romanelli (2007), Palma Filho (2005), Coutinho (2011),
bulletins from the Federation of Art-Educators (FAEB) and official documents, such
as the National Common Curricular Base (BNCC , 2018), Law of Directives and
Basis (1996), Silva (2015), Apple (2006), Giroux (1986) and Sacristán (2013). Data
pointed out that the curriculum of Art, in the critical perspective, is dialectical,
emancipatory and inclusive, starting from a restorative, transgressive, intercultural
and critical practice, as a powerful means to reaffirm the uniqueness in the diversity
of students. This Thesis reaffirms the conception that the curriculum is a sociocultural
and historical artifact, bearer of interests, beliefs and ideologies, capable of forming
personal and social identities.
|
