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Abstract(s)
Essa pesquisa reflecte o quanto a estética é ou não admitida nos processos de arte educação, e a partir de uma abordagem que traça desde o levantamento histórico da sua literacia no Brasil e as leis que a fundamentam numa analogia com a Literacia em Portugal. Trata-se de questionar e provar a importância da vivência estética no desenvolvimento do ser humano e os seus fundamentos filosóficos, norteadores para uma melhor aplicabilidade da Arte na Educação. Privilegia, entre outras coisas, o despertar da sensibilidade para uma aprendizagem libertadora, liberdade que condiciona o lugar do sujeito como passivo ou activo em sua comunidade, deixando-se orientar ou não, por exemplo pela tendência mundial da mecanização num mundo globalizado e capitalista, principalmente em países, como o Brasil, cuja a falta de interesse governamental ao acesso de informação e à geração de senso crítico por parte comunidade, além de alienação, gera discrepâncias na qualidade do ensino e abismos intelectuais. Através da descrição de três experiências, entre o Brasil e Portugal, pretende-se elucidar como as questões acima citadas colocam-se na prática.
This research aims to provide a reflection about the role of the aesthetic in the art education processes. Through an approach that draws from the historical survey of literacy in Brazil, and the laws which it is based on, in analogy with literacy in Portugal. The primary goal is to prove the importance of aesthetic experience in human development, considering its philosoficals aspects, guiding to a better applicability in Art Education. The research enphasizes, among other things, the importance of the "awakening" for liberating learning. This learning based on freedom of the human being determines the place of the subject as passive or active in your community, lets herself be guided or not, for example, by the worldwide trend of mechanization in a globalized and capitalist world, especially in countries such as Brazil, where the government is not interest in provides education, forming alienated people and generating differences in the quality of education and intellectual depths. Through a description of three different experiences between Brasil and Portugal, this study pretends to elucidate how these questions above are actually treated.
This research aims to provide a reflection about the role of the aesthetic in the art education processes. Through an approach that draws from the historical survey of literacy in Brazil, and the laws which it is based on, in analogy with literacy in Portugal. The primary goal is to prove the importance of aesthetic experience in human development, considering its philosoficals aspects, guiding to a better applicability in Art Education. The research enphasizes, among other things, the importance of the "awakening" for liberating learning. This learning based on freedom of the human being determines the place of the subject as passive or active in your community, lets herself be guided or not, for example, by the worldwide trend of mechanization in a globalized and capitalist world, especially in countries such as Brazil, where the government is not interest in provides education, forming alienated people and generating differences in the quality of education and intellectual depths. Through a description of three different experiences between Brasil and Portugal, this study pretends to elucidate how these questions above are actually treated.
Description
Dissertação submetida à Escola superior de Teatro e Cinema para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teatro e Comunidade
Keywords
Arte Educação Portugal Brasil Aesthetic Art education Instrumentalization Literacy