Planejamento no ensino de artes visuais na perspectiva histórico crítica: objetivação e elevação estética

Abstract

This research aims to demonstrate the relevance of planning in the teaching of visual arts at school, which enables the aesthetic elevation of students. This theme is justified in view of the needs detected by the researcher in the course of teaching practice and observations of the school routine, highlighting here the day to day of the teachers' room and the pedagogical coordination team. We seek to discuss the concepts related to the objectification and appropriation of art, for the formation and development of students, The dialectical relationship between the individual and the culture that he appropriates, creates history and himself simultaneously, being essential the planning as aesthetic objectification. Aesthetic elevation is the moment in which the student, when enjoying or creating a work of art, appropriating senses and the most historically developed art such as contemporary art, has the possibility of expanding his ways of feeling beyond his everyday life. Catharsis in Historical-Critical Pedagogy (PHC) as a constituent element of the teaching method. Imagination, creation and aesthetic education are fundamentals that allow the accumulation of artistic experiences, developing creativity and the creative act. Such considerations were supported by researchers in the area and authors such as Duarte, Fernandes, Ozório, Paes, Lukács, Sanchez, Saviani and, in particular, Vigotski. Finally, this theoretical study reflects and analyzes how lesson plans could be organized for the aesthetic elevation of the student.

Keywords: Vygotsky; Catharsis; Visual Arts at school; Artistic experiences; Creativity.