O caráter paratópico do ensino de artes na escola: uma análise das condições de sua inclusão a partir do caso do IFPB.

Abstract

In this thesis I discuss the mechanisms underlying the hierarchy of disciplines in the schooling space in general and more particularly, the paratopic nature of art teaching at the Federal Institute of Education, Science and Technology of Paraíba - IFPB, campus of João Pessoa (Paraiba State, Brazil), as well as its functioning as a space for counteragency in relation to what has been defined as school education. The work methodology consisted of a qualitative approach, including an analysis of normative documents and laws that regulate the teaching of Arts in the school, as well as the accomplishment of semistructured interviews with an intentional sample of students, teachers and managers of the aforementioned institution, in order to collect data on their conceptions of the activities of the Arts teaching and learning in formal schools. focus in this work the processe of stigmatization of art in the extra-schooling field and its reflexes in the school field, bringing a review of the literature on the tensions in art teaching at the different levels of schooling. As theoretical inspirations I highlight: (1) Bernstein's concepts of classification, framing and recontextualization of curricular knowledge; (2) the sociohistorygraphy of curricula and disciplines, by Goodson and other authors of the literature on this subject; (3) Bourdieu's contributions on schooling processes and his notion of field, including space, curriculum, and hierarchy among disciplines as components of a field of recognition struggles. Among the results of our research, we highlight the following: (1) the teaching of arts has had a paratopic character throughout the history of the institution now configured as IFPB, campus of João Pessoa; (2) the devaluation of disciplines such as the one related to the teaching of the arts is related to the devaluation of the ludic and the artistic, as well as the enhancement of the critical capacity of the students as elements of the construction of the school formation, marked by the inaugural emphasis of the institution studied in the professional training; (3) the paratopic aspect of art teaching in the studied institution does not prevent it from functioning as a space of resistance, contributing to the development and training of students who has been involved by it.