O ensino de arte em uma escola do campo a partir das orientações curriculares para arte

Abstract

The present study aims to discuss the relations between what is proposed in the documents that guide the school curriculum and how the teaching plans of art teachers in a school located in the rural area are organized, starting from the following questions: What do guiding documents for art teaching in elementary schools propose? Are these documents in tune with the reality of the school? What do teachers' class plans from these guidelines propose? Does the proposal include the singularities of education in the field? The research was documentary in analyzing how curriculum documents and class plans are organized to specifically meet a field school, considering the singularities of this context. We use, for this discussion, authors who deal with the teaching of art of an emancipatory education that considers the reality of students and the meanings that art can achieve to dialogue with each reality, discussing the implications that the form of curriculum can have to produce a significant teaching. As a result, we point out the need to organize teaching according to teacher education in a specific language of art and to give autonomy for the school to elaborate and produce its own teaching plans according to its reality, in order to promote A teaching that reaches the singularities of students in education in the countryside.