O Design no processo de aprendizagem de Artes na Educação Básica

Abstract

The present work reflects the academic, professional, and personal trajectories I have been building, which intersect the areas of education and creativity, especially Design. Thus, it relates to the development of my pedagogical practice for teaching and learning Arts, with a focus on the Joana Benedicta Rangel Educational Center in Maricá, one of the schools where I taught during my studies. Therefore, in a scenario of challenges, pleasures, and discoveries, it is an exploratory research that has as its methodological approach the intervention research, guided by the cartographic method, assuming the interferences between subject and researched object. Its primary objective is to accompany and experience the processes of integration between Design and the teaching-learning of Arts, in a public school in the city of Maricá, taking this school community as a partner audience for a design project, establishing relationships between design, arts, and the Communication Paradigm (Pacheco, 2019), seeking possibilities to redefine this curricular component in this school context. To unravel it, I start with an analysis based on field research, using documents, questionnaires, and interviews, which led me to identify the main points of interest in municipal investments in education, the greatest aspirations of students, and the objectives of Arts teachers. Then, based on an unsystematic literature review, I seek possible relationships between arts and design, understanding them as processes. Subsequently, I present an overview of Art and Design in Basic Education, as well as the four approaches that underpin this work: the Triangular Approach (Barbosa et al., 2010), Learning by Design (Martins, 2022), Inventive Learning (Kastrup, 2005), and Learning in Community (Pacheco, 2019). These, in general, connect, among other things, through the proposal to promote active learning, through relationships, in addition to building autonomy and subjectivity. Bringing together the main findings, I present a pedagogical proposal experienced with two sixth-grade classes in Elementary School. Analyzing the experience, it was possible to perceive the presence of various aspects of the four approaches, resulting in a fruitful collaboration for the development of competencies, knowledge, skills, and values important for the integral formation of the individual, despite some implications. These, in turn, prompted reflections towards new possibilities.