O ensino da arte em perspectiva amazônico-amapaense: contribuições para uma práxis decolonial

Abstract

This dissertation, from a decolonial perspective, focuses on decoloniality and the teaching of art as a transformative praxis. The problem addressed in this study asks: what contributions does the decolonial perspective make to the construction of otherness in the Amazon-Amapá state public school system, through art teaching? This question gave rise to the general objective of the research: to analyze the contributions of decoloniality to the construction of a praxis for otherness, from an Amazon-Amapá perspective, through the teaching of art. The following specific objectives unfold from this: to explain the effects of coloniality on art and art education; to identify the theoretical and practical contributions of decoloniality to art education in the Amazonian-Amapaense context; and to analyze the contribution of decoloniality to art and art education. The research should provide a significant basis for discussions on coloniality in art education, and from a decolonial perspective, it can contribute to decolonizing pedagogical practices, since it reinforces cultural diversity, a richer and more critical understanding of art as a vehicle for cultural expression, resistance, and social transformation necessary to establish a foundation for recognizing the particularities of human life. The conceptual basis are guided by theorists of decolonial studies, such as Mignolo (2008; 2016; 2017), Dussel (1974; 2012), Walsh (2009), Mota Neto (2016), Dias (2012, 2021), among others who support discussions on decolonial thought and pedagogy. However, it is worth noting that in this research, Enrique Dussel is the main reference for the praxis of otherness. The methodology was based on analytical guidelines, using a qualitative approach. The intention was to conduct action research, combined with field research, using participatory observation techniques, dialogue circles, and lectures.