Arte contemporânea e elevação estética: práticas no ensino fundamental 1

Abstract

This work aims to propose the systematization of a pedagogical practice through the use of artistic references from Contemporary Art, with a view to providing the aesthetic elevation of students in the 5th Year of Elementary School I, at Escola Municipal Nagen Jorge Saad, from Rede Municipal Education Department of Campo Grande/MS. It is noteworthy that according to studies by Lukács (1970), Paes (2021), Santos (2017), Vázques (1978) and Vigotski (2001; 2018), aesthetic elevation occurs when a singular individual rises to the universality of art historically produced as a process of humanization. The hypothesis is that aesthetic elevation occurs when there is experience and experimentation by students in relation to the content and form of Contemporary Art. In this sense, artistic appropriation contemplates what is most historically developed by humanity, thus making the teaching of Art essential. The analysis of Art teaching practice had Historical-critical Pedagogy as its theoretical basis, which in turn values the classic contents of art history and artistic creativity as the foundation of teaching practice. Therefore, this research highlighted, through pedagogical practices, the possibilities for students to experience and experience aesthetic elevation, in order to make the teaching of Contemporary Art possible through the appropriation of knowledge in both production and knowledge.