BOIS E REFRIGERANTES NO ENSINO DA ARTE EM MATO GROSSO DO SUL

Abstract

This article presents the results of a pedagogical proposal that investigated how third- year high school students in the public school system of Rio Brilhante, Mato Grosso do Sul, in the 2024 school year, were able to identify metaphors of power and consumption in contemporary art works, critically reinterpreting elements of their own social reality. The theme is limited to the analysis of pedagogical mediation based on the works of artists Humberto Espíndola and Evandro Prado from Mato Grosso do Sul, based on the assumptions of Historical-Critical Pedagogy (HCP) in art education. The objective was to analyze how artistic experiences mediated by contemporary art works from Mato Grosso do Sul contributed to the critical development of high school students. The methodology adopted was qualitative, based on the analysis of students' productions throughout the pedagogical intervention. The results were organized into four thematic axes: (1) displacement of visual and conceptual repertoire; (2) symbolic appropriation and resignification of everyday elements; (3) aesthetic production as critical synthesis; and (4) link between aesthetics, territory and class consciousness.