Educação estética nas práticas curriculares do Ensino Médio Integrado

Abstract

The challenges faced by teachers in the search for successful aesthetic experiences in high school pedagogical environments are enormous, as many educational institutions direct school activities for students to obtain the best scores in Enem or the best placements in the entrance exam. Teaching that includes aesthetic education is even more challenging in integrated high school, given that the greatest requirement is in the development of specific skills and abilities of the know-how of the professional area under study. Based on these challenges, we chose the following research question: how aesthetic education can contribute to the development of interdisciplinary curricular practices in Integrated High School. The methodology used in the development of this dissertation is of a qualitative nature and as a data collection procedure, we carry out documentary and field research, through questionnaires applied to the pedagogue, to the teachers and students of the Technical Course of Medium Level Integrated in Buildings of the Federal Institute of Education Science and Technology of Pernambuco (IFPE) - Campus Caruaru. As a data analysis technique, we use thematic content analysis and descriptive statistical analysis of the data. In the results of the documentary analysis, we identified 124 registration units referring to the characteristics that highlight the perspective of aesthetic education, subdivided into the following categories and subcategories: A. Social values - A1. Ethical and aesthetic, A2. Political-economic, A3. Environmental, A4. Historical-cultural, A5. Cognitive and emotional -; B. Language - B1. Artistic, B2. Symbolic and technological, B3. Literate -; C. Social transformation - C1. Autonomy, C2. Citizenship, C3. Social participation and C4. Reflexivity and critical awareness. With regard to the results of the analysis of the data obtained through field research, carried out through the application of the questionnaires, we found that the pedagogue understands the importance of aesthetic education, as well as the teachers and students learn that the training of the subjects integrates the categories and subcategories mentioned above. As an Educational Product, the Booklet of pedagogical activities of aesthetic education in Integrated High School was built based on the results of the research and with the purpose of contributing to the integral human education of students. We chose photography as a language of the Visual Arts, because we learn that the reading of photographic images contributes to aesthetic education, as it develops an attentive, reflective and critical look at the various meanings of culture, in addition to having an interdisciplinary perspective, once that the studies of reading and photographic production involve knowledge of several curricular components, enabling the integration of diverse knowledge and wisdom. Finally, we conclude that aesthetic education contributes to the development of interdisciplinary curricular practices, through the articulation and integration of the languages of Art (Dance, Music, Theater and Visual Arts) with the knowledge of curricular components of general training and technical training, as this knowledge is inserted in the process of production and interpretation of works of art