Ensino de arte e museus: diálogos entre práticas decoloniais

Abstract

Currently, the educational process takes place in the most different spaces, among others in the cultural heritage of cities, such as in the museums of Rio de Janeiro, in particular, the National Museum of Fine Arts/MNBA; the Museum of Modern Art of Rio de Janeiro/MAM; and the Museu de Arte do Rio/MAR. The main objective of this study is to understand how the educational practices in the teaching of Art in basic education – as in a school in the neighborhood of Ramos, in the North Zone of Rio de Janeiro, - are related to the imagery narratives of the museum collections of such institutions. As hypotheses, we try to find out how to understand the methodological possibilities of a decolonial education in the teaching of the Arts, considering museum collections as spaces for curricular dialogues? To what extent can the collections of art museums be considered for the critical formation of students' cultural imagination? As justification, the research contributes to (other) new methodological strategies so that Art teaching and the city's museums favor dialogues with decolonial perspectives (MIGNOLO, 2018; WALSH, 2019); of belonging and ecology of knowledge (SANTOS, 2018). As a result of the research, the Educational Product “Teaching and Art museums: knowledge between institutions'' was aimed at students in the final years of Elementary School, between the years 2022 and 2023, and consisted of two Artifacts: a Workshop (with four Extraclass Meetings) which proposed a critical reflective process about the constitution of the collections of each of the cited Art museums and a virtual Catalog of an Imaginary Museum composed with works of art selected by the students and reorganized according to the themes emphasized by such works to the detriment of valuing national narratives. As a methodology, a qualitative research approach was used with the development of thematic workshops and a literature review. In the first chapter, the research addresses the formation of the Art curriculum in school education considering the current educational laws to the triangular approach (BARBOSA, 2012); just as it considers museum collections (SUANO, 1986) and the recurrences of Europeanizing narratives in the teaching of Arts (RIBEIRO, 2021). In chapter two, there is the research of the methodological processes in the PNLD textbooks (2020-2023) and in Educational Products on the subject in order to map the possibilities of connections between art museums and school education; the other chapters that follow are focused on the application of the Educational Product (MALRAUX, 2015) and analysis of the data obtained in the applied questionnaire, in addition to the Workshop and the Virtual Arts Catalog, themselves.