Arte e educação: reflexões sobre a experiência em uma escola rural

Abstract

This article discusses the teaching of art in a rural school in order to verify how it occurs in the early years of elementary school, observing the work routine of a teacher who had a specific intervention in the development of artistic-cultural activities exhibiting dynamism and playfulness during her classes, wearing costumes and changing into characters with her students. In order to know more about this peculiar didactic-pedagogical approach and seeking to get closer to the objective of investigation that is the teaching of art in the rural school, we proposed to investigate possibilities of art-education. In this scenario, a question arises: how can art-teaching be performed by teachers of basic education in the early years of elementary school in rural areas? Distant from large centers, do they undertake teaching and artistic practice in the school environment, communicating their individual experience as faculty, as well as building the students’ art experience? In this sense, we make use of documentary and bibliographical research with a view to art-education, as the field of investigation. We sought the theoretical foundation in the discussions of Barbosa (1999 a: 1999 b: 2003: 2010), Coli (1995), Ferraz and Fusari (1999; 2010) and Santana (2013), to discuss the teaching of art in public schools. We built a reflection on art in the early years of elementary school, considering it an important discipline in rural areas, therefore, we tried to see the appreciation of aesthetic experiences as a mean of understanding the students’ world. We concluded it is evident that art-education proposes moments of learning, studying, contextualization, creation and enjoyment in the construction of aesthetic experiences.