Escolarização da arte: dos anos 60 aos 80 do século XX (Recife-Pernambuco)

Abstract

The main purpose of this study was to investigate the process of arts' schooling during the period between 1960 and 1980 in three public schools from the metropolitan area of Recife. It takes the History of School Subjects as a premise and analyzes aspects of the didactic transposition and school culture. The main sources of data gathering were printed documents, manuscripts, iconographic and oral statements. Amongst the documents were analyzed laws, reports, resolutions, curricula, teaching programs, specific programs of arts elaborated by teachers who taught arts, preparation guidelines and contents' planning as well as teachers' activities, teachers' history, register materials, research data used by teachers in order to support their pedagogical practice, folders and books of minutes, curriculum frameworks, certificates and so forth. Pictures, activities performed by students, testimonials from teachers, students and other school staffs were also studied, and newspapers of the period (1960-1980). The findings of this research points to the belief that the first artistic experiences lived in family and amongst those from the network of relationships established in each individual trajectory and teaching training contributed to his artistic formation, the structuring and organization of his/her work in the teaching of arts. Although, the art taught in school has shown elements from the educational institutions attended by the teacher it cannot be said that it came from scientific knowledge. Often the art taught was created and produced in the day-to-day dynamics of school life. The schools showed differences in the focus the teaching of arts took and, therefore, there was not only one school of art education approach, but various ways for the teaching of arts. The art produced in schools were very much different from the art produced by artistic movements from the period of military dictatorship in Brazil. The pupils studied made up the select group which achieved the secondary school in Brazil. On one hand, the large number of students per class was one of the difficulties, presented by teachers, which hampered the engagement of all students in proposed activities, but, on the other hand the invention of strategies that would enable a more pleasant learning was explored by teachers. Pupils' participation in school activities was highlighted by all research participants. The alumni associations and school clubs were pinpointed as specific places for students' organization and meetings. The diverse students' experiences led to a dynamical school environment and the places chosen by teachers to carry out those different activities had a relation to their training trajectory and conceptions of arts. As the research's data suggests the methodological approaches used by teachers and their ways of conveying arts within the same school area were often varied and caused a frequent dynamical environment in arts classes. Schools took over students' artistic production and used it as a landmark of its work, to be seen and appreciated by the school public and by celebrities who attended them. Finally, the difficulty of establishing the evaluation criteria for arts as a subject led to the choice of elements which said more about the attitudes and behaviors than about the learning process of arts