OS DESAFIOS CONTEMPORÂNEOS DO COMPONENTE CURRICULAR ARTENOS ANOS FINAIS DO ENSINO FUNDAMENTAL DO ESTADO DE GOIÁS

Abstract

This dissertation is inserted in the Education, Culture, Theories and PedagogicalProcesses research line, and has as its research object the curriculum componentArt in contemporary times, focusing on the contradictions between the educationallaws and the guiding documents of education, such as the Common NationalCurriculum Base (BNCC) at the national level, and the Curriculum Document forGoiás (DC-GO) at the state level, as well as the Operational Guidelines of the PublicNetwork of the State of Goiás. The general objective is to understand thecontradictions of the implementation of the BNCC and, consequently, of the DC-GO,regarding the curriculum component Art. The specific objectives are: a) describe therelevance of the four artistic languages (Visual Arts, Dance, Theatre and Music) inthe process of human formation; b) examine the educational legislation related to thecurriculum component Art, based on the Operational Guidelines of the State PublicTeaching Network of the State of Goiás; and c) analyze the contradictions betweeneducational legislation and pedagogical practice, considering the challenges of thecurriculum component Art in contemporary times. Given the numerous legalcontradictions and the suffocation of this component today, reflections were raisedaround the following problem: how are the pedagogical foundations established bythe BNCC by the DC-GO of the Art component contemplated in the public schoolsystem of the state of Goiás, taking into account the four languages contained inthese documents, the comprehensive education of the student and the weakening ofthis component in contemporary times? To answer this question, a method thatapproximates dialectical historical materialism was used, using two procedures: thecollection and interpretation of data, and theoretical references on the importance ofartistic languages in the integral formation of the student. Another procedureadopted was bibliographic research. Based on the works by Freitas (2021) andLibâneo (2015, 2017), we sought to understand the theory of human developmentfrom a cultural-historical perspective; in Barbosa (2012, 2014, 2016), Libâneo andFreitas (2018), we outlined the historical-political trajectory of the Art component; inBourdieu (2011), Bourdieu and Darbel (2003),Libâneo and Freitas (2018), Manzi(2020), Nogueira and Nogueira (2017) and Peres (2017), we tried to discuss thecontradictions between the legislation and the guiding documents of Brazilianeducation. Finally, the contradictions were analyzed and the challenges of thecurricular component Art in contemporary times were shown, within the publiceducation network of the state of Goiás, namely legal contradictions; integration tothe great area Languages; short time load to fulfill the Curriculum Matrix; lack ofopportunities for students to access other artistic languages not covered by theguiding documents; insufficient number of teachers trained in the area; polyvalence;complementation of the teaching time load, naturalization that Art is a superfluouscomponent; hierarchy of curriculum components; and lack of training for humandevelopment, in a historical-cultural perspective.