ARTE URBANA: Uma experiência estésica no processo de ensino de artes visuais

Abstract

Urban Art: an aesthetic experience in the process of teaching visual arts is the title of this research, which has as its theme the teaching of urban art in the school context and as its general objective to analyze a teaching process in visual arts about urban art in the context of the 1º de Maio Elementary School of the São Luís Municipal Public School System. Based on observations, we realized that the public spaces surrounding the school are taken over by graffiti, even on the walls of the institution, which leads students to not have a sense of belonging to the place where they live. We understand that the urban space has been, throughout history, the stage for social, cultural and political issues that individuals from the most diverse realities have experienced, whether individually or collectively. Many artistic productions have revealed another side of society, one in which individuals need to be seen to denounce their suffering, fears and dreams. We consider the study of urban space to be beneficial for Art Education, because through artistic creation, subjects can develop their aesthetic perception and sociocultural insertion through graffiti, posters, and stickers. This research sought theoretical support in Barret (2014), Bulhões (2019), Canton (2009), Gombrich (2015); Martins (2020), Silva (2014), Diniz (2022), Barbosa (2012), Ferraz and Fusari (2018); Ostrower (2014), Guerche (2014), Goldenberg (2004), and Bauer and Gaskell (2002). We also sought to study documents such as the Law of Guidelines and Bases of National Education No. 9394/96, the National Curricular Parameters (1997), the Common National Curricular Base (2019) and the Curricular Proposal of the Municipal Network of São Luís. Regarding the methodology, we carried out bibliographic studies in books, articles, dissertations, and legal documents; we used questionnaires with 44 9th grade students from the aforementioned school. The research adopts a quantitative-qualitative approach, of an applied nature and of an explanatory nature. To analyze and present the data obtained, we used graphs and tables. We also carried out observation and preparation of a work plan on Urban Intervention proposals, including images that demonstrated this entire process. It was stated that through this study, the students recognized public space as a possibility to reflect on the social, political and cultural context, as well as artistic practice. That they knew and valued the urban artists of São Luís and that they were protagonists of artistic action through urban interventions.