Indisciplinada: a arte em um contexto escolar carioca: uma pesquisa no/do cotidiano

Abstract

Work focused on a ethnographic field research conducted in three government schools in the state of Rio de Janeiro. The dissertation is the result of concerns raised in the face of the gap between the legitimated world of arts and the peripherized state of government schools: an institution that has often supported the logic of distinction. Is it possible (to the teacher) to work within the Artistic discipline and not ratify this pattern of exclusion? We exalt teaching methods which are focused on the aesthetic issues expressed in the pair: Art through Education and Education through Art. We take a look at the panorama of the everyday conditions, that shape some of the realities of Teaching Art in Primary Education, affected by their macropolitics, their daily practices and their beliefs. The suggested methodology combines the studies of everyday life with literature focusing on cultural studies and on some of the current strains of criticism of art and its teaching that move against the grain of the hegemonic truths of these two universes. One of the objectives of the work which understands everyday life as an aesthetic manifestation of the common people is to contribute to the elucidation of the tensions that make art, and specifically its teaching, an important field of battle between emancipatory initiatives and regulatory actions