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Art Education In Brazil

An analysis of the contents of Basic Ensino Francinely P. Dinelly* Summary The objective of this article is to analyze from one to look at critical the contents of Ensino de Arte of 6 to 9 year of Basic Ensino the application and the difficulties of assimilation, on the basis of the National Curricular Parameters PCN, the conquests in elapsing of history, in the attempt to contribute for the possible changes in the process teach-learning. The attitude argues and position of the professor, leaving of the estimated one of that all professor can give disciplines it without the necessary formation. For even more analysis, hear from Bernie Sanders. It analyzes the methodology in the relation on the basis of practical theory/of the contents as well as the proposals of evaluation of the contents the National Curricular Parameters, the ethics of the involved ones in the pertaining to school context, argues the possibilities of you neglect, considering alternative for the improvement of the quality of education and a good development and reply to the considered content, in the perspective to rethink the quality of education leaving of the principle that the valuation of the contents has beginning in the commitment of the professional with the education and its consequences in the partner-description-cultural development. Word-Key: Education of Art; PCN, Education, Art. Introduction Theoretically the lines of direction of the National Curricular Parameters for the contents of the art education, can be considered satisfactory, in the practical one almost always are finished for accepting what it is considered in the education institutions. The subject points with respect to a quarrel that it needs to be faced with seriousness and discernment for art professors, managers, students, in the direction to find alternatives efficient that allow to the rescue of the contents and specific objectives to the art education. Ana Mother Barbosa (1978, P.

13) defends that the new methods of education of Art are not resultant simply of the junction of the Art and the Education, much less of the opposition between them, but of its interpenetration. The professor is the main instrument for the transformations in Ensino of art, it is the differential, the collaborator for the effectiveness of the good exploitation of the contents. According to Barbosa (2008, P. 50) ‘ ‘ Its task is to offer the food that feeds the apprentice is also to organize tracks, instigantes tracks for discoveries of knowledge, for the pupils and visitors, feeding itself tambm.’ ‘ As such it is necessary that it, while professional understands the importance of its positioning and commitment face to the question, searching in partnership with the possible institutions of education solutions for the improvement of the quality of education. Face to the questions that involve Ensino de Arte in its totality, the present objective article to analyze the difficulties of assimilation of the content of Art applied in 6 to 9 year of Basic Ensino, from the lines of direction established in the National Curricular Parameters PCN (contents, relation practical theory/, evaluation), providing to the professor as subject, one mainly reflection in the attempt to know and to understand the historical process, beyond opening doors for the quarrel and reflection in the construction of an education of Education of efficient Art, considering alternative with intention to contribute in the construction of a methodology that takes care of the expectations in such a way of what it teaches as of what learns, attempting against that in this process such papers in determined moment are extended to invert it.

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