Possibilidades do trabalho com arte na formação de professores a partir da teoria histórico-cultural

Abstract

This study aimed to investigate, from the perspective of Historical-Cultural Theory, the possibilities of working with Art in the initial and continuing education of Basic Education teachers. The hypothesis underlying the study is that it is possible to structure, on the foundations of this theoretical perspective, a teacher education proposal capable of promoting the teachers’ integral psychological development. Such a proposal should take into account the development of creative imagination and constitute a theoretically grounded alternative for teacher professionalization. The study adopts a qualitative approach of a theoretical and bibliographic nature. It sought to understand the formative possibilities of Art within the educational context and in the constitution of the human psyche. To this end, the analysis was based on the works developed by the Belarusian scholar Lev Semionovitch Vygotsky (1896–1934) and other researchers associated with Historical-Cultural Theory. The study also aimed to analyze the interface between Art, teacher education, and Historical-Cultural Theory as reflected in academic productions in Brazil, specifically in articles published in Brazilian scientific journals over the last twenty years. The analyses conducted in this study made it possible to identify an apparent trend toward the expansion of recent research addressing the relationship between Art and teacher education grounded in Historical-Cultural Theory, particularly Vygotsky’s work. Based on the analysis of these articles, articulated with the theoretical assumptions examined, it was possible to systematize key aspects for working with Art in teacher education proposals, with a view to promoting teachers’ professional development. These theoretical assumptions indicate the understanding that, within the field of teacher education proposals, Art should occupy its place as one of the most complex human mental objectifications, whose study must be included as a driving force for development through school-based learning. It was concluded that proposals structured around work with artistic languages - encompassing both cultural enrichment and the expansion of experiences with Art, as well as theoretical studies and creative activities - can foster the development of creative activity and contribute to the integral education of teachers. Finally, the study highlights the importance of broadening perspectives on school-related issues, recognizing that teacher education is only one of the aspects to be addressed in the pursuit of a truly emancipatory education. It is hoped that this study may support future research and teacher education proposals inspired by a perspective of social transformation, in which Art occupies a central role as a promoter of human development.