Entre contingências e experiências vividas... propostas para pensar um ensino crítico de artes visuais - DOI 10.5216/vis.v3i1.17934
DOI:
https://doi.org/10.5216/vis.v3i1.17934Abstract
O pensamento crítico tem recebido atenção de professores e investigadores do campo da educação mas, em menor grau, dos professores de artes visuais. Os paradoxos que vivemos – global/local, público/privado, identidade/diferença, conhecimento/sentimento – exigem uma teorização que nos ajude a articular práticas docentes com as questões sociais, políticas e culturais que as constituem. Este trabalho apresenta e discute três propostas críticas para pensar o currículo em artes visuais. Respondendo à necessidade de especular e abrir caminhos epistemológicos que ofereçam possibilidades de engajar professores de arte em práticas críticas, questões como ‘poder’, ‘saber’, ‘identidade’, ‘vida cotidiana’ e ‘afetos’ têm destaque nesta discussão.
Palavras-chave: pedagogia crítica, ensino de arte, currículo, prática educativa, experiência vivida.
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