Artistic competence in school: critical evaluation of the conditions of aesthetic training in middle school from the teaching of visual arts in Brazil (1996-2016)

• Grant number: 22/13239-0
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: October 01, 2023
• End date: September 30, 2027
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Antonio Carlos Dias Junior
• Grantee: Camila Bourguignon de Lima
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

This project aims to examine the aesthetic education of middle school students through the teaching of Visual Arts in the context of Brazilian public educational policy from 1996 to 2016. It understands that basic education is guided by "ethical, political and aesthetic principles" (BRAZIL, 2013), being aesthetic training an element of quality condition and constituting of middle school, and that needs to be ensured in order to fulfill the right to education. The curricular components are indicators of the quality of education, therefore, the aesthetic training referenced by the area of Languages, Codes, and their Technologies, materializes in the subject of Art which requires a critical evaluation of how the educational policy provides the offer and how it is effectively carried out in the different instances of public school. Taking efficacy and effectiveness as criteria for evaluation, a case study is proposed based on the triangulation of data and research methods, according to qualitative and quantitative approaches. It is based on studies of the sociology of culture and education according to the paradigm of "field", and is supported by the theoretical conception of artistic competence - which exposes inequalities in the distribution of cultural goods and in their access (BOURDIEU, 1996; 2017). The thesis defends the persistence of the disarticulation of aesthetic training in the current curricular guidelines with the possibility of the Visual Arts continuing fragmented in middle school, with occasional integrations in the school and of spontaneous demand. The research results make it possible to systematize a set of elements that constitute and support the interface between art education, culture and citizenship in public schools, justifying a policy of Education for Culture and a common government direction. (AU)