A importância do ensino/aprendizagem de artes visuais na educação básica para a construção do pensamento crítico

Abstract

Considering myself as an example through practices and experiences as an element of construction of my critical thinking, over the years, I attribute to my teaching practice and the classes I propose in class, quality and content. I was ableto retain everything I learned and experienced in the field of ancient crafts that, until then, were not treated as artistic practices, and currently it is. As theoretical knowledge is broad, often practice and experience, explains and answers certain questions both in the classroom and in everyday life. Building critical thinking, starting with school interventions, mainly through certain subjects, requires a lot of commitment, dedication and competence. Education has the power to align inadequate or incomplete preconceptions, conclusions and opinions. The school cannot contribute to the social formation of the human being without social practice, experiences and experiences, both positive and negative. The methodology used throughout the construction of this work, consisted of previous works and research by renowned authors and researchers in the area of Art Education. Several citations were raised as an element of credibility and affirmation of the potential that can be acquired when the practice, experience, experience and theoretical knowledge of the art teacher are united, when he is willing to carry out a qualitative teaching-learning. The results of this work could not be more positive when we can encompass the full range of knowledge in a real, motivating and current discourse. It is obvious that much more will be sought, questions and inquiries are born every new day when we innovate in the world of the arts. And building critical thinking is hard and daily work, but it is clear from this, that mixing art, education, practice, experiences and theories, the subject of learning will obtain greater results in his formation and conceptual development of criticality. In this work, I decided to explain my practical experiences in art throughout my life, extolling the value of artistic crafts, visual arts, visual arts, music and cultural manifestations linked to education and available for use as teaching / learning art content. In this first research step, I make it clear that the construction of critical thinking is not only subject to the teaching of visual arts as the most important in schools, but that a well-designed art class has a fundamental and enhancing role in this process. Taking advantage of this emerging glimpse of the recognition of the value of arts education in basic education, not only, will extend the nature of understanding of those who are engaged in this purpose, but, it will ground and concretize creative and improvisational skills as a status of innate faculties and essential for assimilation of social experiences and refinement of critical thinking by citizens.