Redescobrindo experiências estéticas na escola do campo por uma formação sensível e integradora

Abstract

This study focused on the teaching of Arts in the early years, analyzing how teachers without a degree in Arts approach this subject for the creative and cultural development of students. The research was carried out as part of the Master’s course in the Postgraduate Program in Arts at the Federal University of Pelotas and aimed to investigate how literacy teachers without specific training in art approach the arts in the early years, specifically at the Bernardo Arriada rural school, and to see if they promote aesthetic education in their practices. The study started from the realization that teachers with a degree in pedagogy do not have specific training in the field of art, despite being responsible for art education activities in the early years of this rural school. The choice of research topic was motivated by the lack of art teachers and the absence of training courses in the area, which makes art teaching practically non-existent in this region, and raises questions about how art teaching takes place in this rural school in the south of Rio Grande do Sul by literacy teachers. The guiding questions were: how do arts activities take place in the routines of this rural school? And how do literacy teachers perceive the importance of the aesthetic experience for their students’ learning and personal transformation? The research used qualitative methods, from an autoethnographic perspective, as well as meetings, workshops and collective creation activities. For the theoretical basis of the research, authors such as Edith Derdyk (2020), Marly Ribeiro Meira (2002), Ana Mae Barbosa (2018) and Paulo Freire (2003) were used, as well as references on rural schools, such as Helana Célia Freitas (2011), Mônica Castagna Molina and Sonia Meire Santos Azevedo de Jesus (2004), Milena da Silva Fernandes (2019) and Roseli Salete Caldart (2009). The starting point was a bibliographical review of a documentary and descriptive nature. It was argued that aesthetic experimentation can promote significant means of self-knowledge and open up new perspectives for teaching and learning. It was concluded that the experiences, knowledge and connections obtained during the research had a positive impact on the classroom of this rural school in Santa Vitória do Palmar, favoring art education activities and the more comprehensive training of students and teachers.