O ensino da arte nas séries iniciais do fundamental 1: sentidos e significados para estudantes com deficiência, professoras, coordenadoras e gestoras da rede escolar municipal da cidade de Araguaína-Tocantins

Abstract

This work is an empirical, qualitative research, linked to the Education, Society and Culture Research Line of the Pontifícia Universidade Católica de Goiás (PUC Goiás) Graduate Program in Education (PPGE), and based on the method of dialectical and historical materialism proposed by Marx (2013), aims to compile the senses and meanings of art teaching on the perspective of students with disabilities, teachers, school coordinators and municipal schools administrators from the city of Araguaína (TO). The proposed method contributed as premise and product, tool and support in the analysis of the language of the research participants. The data assortment took place through a semi-structured interview, conducted with principals, coordinators, teachers, and students with disabilities. The data processing and analysis were based on the signification nucleus methodological procedures, suggested by Aguiar, Soares and Machado (2015). The theoretical basis for the discussions was anchored in the theoretical assumptions of Education that deal with art teaching, such as Fischer (2002), Osinsk (2002), Duarte Jr. (2005), Santos (2006), as well as Laws and Decrees, among other legal documents that regulate public policies aimed at the area of education and art education for people with disabilities. Thus, the first chapter discloses the Brazilian universities scientifical works on art teaching to first year students with disabilities, looking forward to synthetizing the available information on this specific theme, unveiling the state of the art. The second chapter deals with the historical path of art teaching, relating it to public policies for people with disabilities, through a survey of the path of the art and its relationship with human beings, society and education throughout history. Since the Jesuits, drawing attention to Helena Antipoff, until reaching the art seen as "utilitarian", passing through "freedom of expression" and the "art-education" movement. Afterwards, it recalls public policies aimed at guaranteeing the rights of people with disabilities. The third chapter studies the teaching of art and artistic languages for people with disabilities, as it also brings up the discussion of concepts about art and its languages (visual arts, dance, music and theater), and how the relations between artistic languages are formed in the teaching and learning process for people with disabilities. The fourth chapter presents the reports on the meanings of teaching art to students with disabilities, to managers and coordinators, teachers, mothers and students with disabilities: intellectual, visual, motor and autism. The mothers, in this case, helped students with intellectual disabilities. The results revealed that the teaching of art and its` main speeches (visual arts, music, theater and dance) allowed the inclusion of the subject, mainly of the students of disabilities, both in school and on society, favoring the study and learning, stimulating the students to express their feeling on artistic production and contributing to social interactions, to full development, strengthening the socialization and inclusion of students with disabilities. Despite the existence of legal provisions that indicate the resolution of these conditions, which need to be put into practice in order to guarantee fundamental rights for people with disabilities in relation to their inclusion in school, so that students with disabilities do not feel inferior and excluded. This work intends to expand the theoretical framework of existing studies on the teaching of art to students with disabilities, contributing to the advancement of studies in this area