A formação curricular em arte nos cursos de pedagogia - UFMG e UEMG campus BH: uma abordagem sobre a inserção de mediação cultural e leitura de imagens

Abstract

This article was based on the need to investigate the curricular formation in art of the Degree in Pedagogy courses at the Federal University of Minas Gerais and the University of the State of Minas Gerais - Campus Belo Horizonte. With the purpose of analyzing whether theories of cultural mediation and image reading are mentioned in the curricular components corresponding to the teaching of Plastic / Visual Arts. In order to contextualize the mandatory teaching of art, the curricular guidelines for Art in Early Childhood Education and the initial grades of Elementary School and the guidelines for the Pedagogy course were presented. The qualitative approach as a methodological reference, made it possible to identify the constructed knowledge and the problems found in the training in Art, in the two Pedagogy courses. The research instrument used was the documental analysis and the bibliographical analysis of authors that approach the subject as Maria Helena Wagner Rossi, Michael Parson, Fernando Hernandez, Rachel Vianna among others. As a result, it was shown that training in Art, in that context, may be insufficient, due to the small number of hours devoted to the Art curriculum component. It was also noticed that the term cultural mediation does not appear in any discipline, of the two courses, in the referred documents. However, it is not possible to identify the scope of this content just by analyzing the course programs and the disciplines' menus, since the bibliographies contain authors who address the themes of image reading and cultural mediation, thus indicating that this content, even though it is not included in the menus, can being addressed in the training of pedagogues from these two institutions.