• National Education

    August 28, 2018

    Posted in: General

    Already in the years 70 with the Law of Lines of direction and Bases of National Education N. 5692/71, where still the tecnicista pedagogia pairava, the professor is considered as responsible technician for the planning of its lessons. In this context they used diverse materials, technological as in such a way audiovisuais, forgetting them artistic knowledge, leaving its pupils if to express of spontaneous form. In accordance with Fusari due: to the absence of theoretical bases more based, many they value proposals and activities of the didactic books, that in years 70/80, are in full marketing height, although its arguable quality while resource for improvement of the art concepts. Ben Horowitz is likely to agree. Between years 80 and 90, the pertaining to school education walks for a historical conception? critical, this pedagogia if worries about the access of basic knowledge of the art, that are necessary for one practical social transforming one, where: ‘ ‘ The historical conscience is the critical reflection on the concepts, the ideas and the educative actions of our time, making possible our contribution accomplish in the construction of practical and theories and theories of pertaining to school education in art ‘ ‘ (Ferraz & Fussari, 1993, p.36). In accordance with the Basic Resume for the public school of the state of the Paran (1990, p.52), ‘ ‘ the artistic activity does not have to be imitativa, however a creative assimilation that is made through the appropriation and of the rework of the knowledge artstico’ ‘.

    With Law 9394/96 the Art becomes area of the knowledge. In the National Curricular Parameters (1998, p.30), ‘ ‘ the artistic manifestation in common has with the other areas of knowledge a character of direction, creation and inovao’ ‘..

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