Políticas públicas para arte-educação no Brasil após lei de diretrizes e bases da educação nº 9.394/96: possibilidades para a educação estética

Abstract

The current research proposes a study on public policies for art education starting from the 1960s, seeking to verify under which perspectives of education and art they were formulated. Elucidating this problem, in the documents formulated in this period, is to understand what kind of individual we intend to form, thus, analyzing the extent to which Brazilian public policies were formulated in the compromise of omnilateral formation for the development of a critical and sensitive attitude towards the world. For the specific objectives, we are going to discuss the relation between education and public policies for the art teaching from the 1960s on. Then, analyze public policies for art education during the 1990s. And finally, discuss art in education, through the point of view of aesthetic education, namely, the education of sensitivities, with the purpose of working on omnilateral formation as a priority. Art resists as a possible path to the overcoming of alienation in which the individual sometimes lives, because through art the human being fulfills their desire to humanize themselves. In its aesthetic dimension, art is a way of allowing contact with your sensitivity, learning how to feel and perceive the world in a more sensitive way, so that we can develop our critical and creative capacity as human beings. In this context, the importance of art teaching in schools emerges because, by appropriating of the artistic knowledge elaborated in the humanization process, the pupil acquires fundamentals for the understanding of reality transformations at different historical moments, which lead them to the reflection and comprehension of their own reality, and allow them to express what disquiets them and worries them, reworking their own senses in relation to the world around them.