This essay analyses the appropriations of African and Afro-Brazilians visual arts works in the teaching of art in basic levels of education in the city of Curitiba, considering the guidelines of the federal law 10.639/2003. It argues about the meanings and discourses given by teachers from the ways of seeing the images. It finds a racialized visuality in pedagogical practices, which could be seen in group interviews using images relevant to the theme. It reveals the permanence of negative stereotypes about the black race and shows an insecurity in teaching and an emergent demand of qualification and research for a teaching practice in favor of this thematic

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DOI:

https://doi.org/10.5216/v.v19.60850

Keywords:

Law 10.639/2003, Art Education, Racialized Visualities

Abstract

This essay analyses the appropriations of African and Afro-Brazilians visual arts works in the teaching of art in basic levels of education in the city of Curitiba, considering the guidelines of the federal law 10.639/2003. It argues about the meanings and discourses given by teachers from the ways of seeing the images. It finds a racialized visuality in pedagogical practices, which could be seen in group interviews using images relevant to the theme. It reveals the permanence of negative stereotypes about the black race and shows an insecurity in teaching and an emergent demand of qualification and research for a teaching practice in favor of this thematic.

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References

BRASIL. Lei de Diretrizes e Bases da Educação Nacional 9.394/96. Estabelece as diretrizes e bases da educação nacional. Diário Oficial [da] República Federativa do Brasil. Brasília, DF, 23 dez. 1996. Disponível em:http://www.planalto.gov.br/ccivil_03/Leis/L9394.htm. Acesso em: 20 jul. 2018.

BRASIL. Presidência da República. Lei 10.639, de 9 de janeiro de 2003. Diário Oficial [da] República Federativa do Brasil. Brasília, DF, 10 jan. 2003. Disponível em: https://www.planalto.gov.br/ccivil_03/leis/2003/l10.639.htm. Acesso em: 20 jul. 2018.

BRASIL. Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana. Brasília, 2004. Disponível em: http://portal.mec.gov.br/dmdocuments/cnecp_003.pdf. Acesso em: 20 jul. 2018.

GOMES, Nilma Lino. Alguns termos e conceitos presentes no debate sobre relações raciais no Brasil: uma breve discussão. In: BRASIL. Educação antirracista: caminhos abertos pela Lei federal n. 10.639/03. Brasília, MEC, Secretaria de educação continuada e alfabetização e diversidade, 2005. p. 39-62.

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MARTINS, Raimundo. Das belas artes à cultura visual: enfoques e deslocamentos. In: MARTINS, Raimundo (Org.). Visualidades e Educação. Goiânia, FUNAPE, p. 25-35, 2008.

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MUNANGA, Kabengele. Uma abordagem conceitual das noções de raça, racismo, identidade e etnia. In: SEMINÁRIO NACIONAL RELAÇÕES RACIAIS E EDUCAÇÃO – PENESB. Rio de Janeiro, 2003.

MUNANGA, Kabengele. A dimensão estética na arte negro-africana tradicional. São Paulo: USP/Mac Notícias, 2006.

MUNANGA, Kabengele. Arte afro-brasileira: o que é afinal? In: PEDROSA, A.; CARNEIRO, A.; MESQUITA, A.; MENEZES, H.; SCHWARCZ, L. (Org.). Histórias afro-atlânticas: antologia. São Paulo: MASP, p. 113-124, 2018.

NASCIMENTO, Abdias. Arte afro-brasileira: um espírito libertador. In: PEDROSA, A.; CARNEIRO, A.; MESQUITA, A.; MENEZES, H.; SCHWARCZ, L. (Org.). Histórias afro-atlânticas: antologia. São Paulo: MASP, p. 32-39, 2018.

SILVA, Dilma de Melo. Por que riem da África? São Paulo: NEINB/USP, 2007.

TROVÃO. Fernanda Fares Lippmann. A arte visual africana e afro-brasileira na educação básica: apropriações e significados no ensino de arte. 2019. 194p. Dissertação (Mestrado em Educação) – Universidade Federal do Paraná, Curitiba, 2019.

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Published

2022-05-04

How to Cite

TROVÃO, F. F.; SILVA, R. This essay analyses the appropriations of African and Afro-Brazilians visual arts works in the teaching of art in basic levels of education in the city of Curitiba, considering the guidelines of the federal law 10.639/2003. It argues about the meanings and discourses given by teachers from the ways of seeing the images. It finds a racialized visuality in pedagogical practices, which could be seen in group interviews using images relevant to the theme. It reveals the permanence of negative stereotypes about the black race and shows an insecurity in teaching and an emergent demand of qualification and research for a teaching practice in favor of this thematic. Visualidades, Goiânia, v. 19, 2022. DOI: 10.5216/v.v19.60850. Disponível em: https://revistas.ufg.br/VISUAL/article/view/60850. Acesso em: 17 jul. 2024.

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Vol. 19 (2021)

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Articles

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