Ensino de arte numa perspectiva inclusiva em uma escola do município de Natal/RN: com-posições curriculares na educação básica

Abstract

This investigation, based on official, theoretical documents recognized in the area studied and works published from investigations and research developments, has the general objective of investigate the emerging elements that provide the (re)construction of curricular proposals for the teaching of Art in full-time schools in the city of Natal, from an inclusive perspective. From the description and analysis of the data produced, we consider a proposal that legitimizes all the actors involved in the teaching and learning processes – the school community, which are also in constant transformation. In order to achieve the general objective, we list the following specific objectives: describe the locus of investigation, focusing on artistic languages, their teachers and the articulation of collective work; describe teaching conceptions regarding an inclusive curriculum for full-time Art teaching; analyze teaching conceptions regarding an inclusive curriculum for full-time Art teaching; outline the guiding elements for/in the (re)construction of curricular proposals for inclusive Art teaching in full-time schools; highlight the elements identified in relation to the daily life of the school, locus of intervention, aiming at an educational product. This investigative proposal presents itself as a cartographic-type intervention research, with a view to building knowledge collectively and seeking to sustain the relationship of coproduction, instead of maintaining an oppositional relationship between those who investigate and those who participate in the research. Conversation circles were held as a research methodology with the participation of Art teachers from the school locus of investigation, to discuss the concepts of Art teaching and, from these, build elements that signal curricular proposals in a inclusive perspective. Based on the analysis of the data, with cartographic clues as conductors of our narratives, we organized a training workshop as an educational product, based on teacher training and its developments for/with/in an inclusive school.