Ensino remoto e Abordagem Triangular: o ensino de arte durante a pandemia em uma cidade educativa do mundo

Abstract

The present work seeks to investigate how the Triangular Approach, a theory systematized by Ana Mae Barbosa, works in the teaching of Arts used in Itaúna, Minas Gerais, chosen as Educational City, by UNESCO, during the Remote Teaching due to the COVID-19 pandemic. The three mental/sensory actions of the Triangular Approach: Reading, Doing and Contextualizing form one of the most used approaches in teaching/learning of the Arts to promote teaching that develops perception, imagination, critical thinking and establish a connection with the world. Through this research, a line of reasoning was drawn approximating the Triangular Approach to the concept of Educational City. In addition, how Art/Educators make use of such theory in their classes. Our initial objective was to investigate the comprehensions and uses of the Triangular Approach in Arts education by Arts/Educators in the final years of Elementary School. For this purpose, schools in the educational system were investigated, a questionnaire applied to all Art/Educators was developed and after the answers, three were chosen according to the following criteria: to be graduated in one of the four languages (Music, Dance, Theater or Visual Arts), teach in Elementary School II and learn about the Triangular Approach. These three participated in interviews and follow-up, giving the research oral sources of investigation. Nonetheless, when we started the field research, the world was stroke by the COVID-19 pandemic. Thus, our investigation had to be guided by Remote Learning, its possibilities and limitations. In addition to the interviews with professors, monitoring of two families of elementary school students, providing the research with oral sources of investigation, we were also guided by the analysis of Tutored Study Plans, PETs, a strategy used by the State and Municipal governments so as not to interrupt teaching. Among the conclusions of this study, when exposing and reflecting on the use of the Triangular Approach during the pandemic and the advent of Remote Teaching, we observe that among so many possibilities, Ana Mae's theory promotes significant experiences of students and Art/Educators. In addition, it brings Art closer together from everyday life, stimulates research, transforms the teaching of Art, catalyzing it as a generator of knowledge, and creates paths that develop students' cognition. Besides, opening dialogicity between the Educative City and the Triangular Approach, which are fundamental for the expansion of knowledge; create relationships between everyday actions, the possibilities of seeing, listening, interpreting, and judging cultural and artistic manifestations, in addition to fostering creativity, the capacity for interpretation and reflection on Art and society.