Educação artística como disciplina escolar em Mato Grosso (do Sul): 1971 a 1982

Abstract

Law No. 5,692 / 71 represented the insertion of Artistic Education in the curriculum and a hope for the teaching of the arts. The integration of languages - plastic arts, music, theater and dance - presented itself as a confusing and inefficient proposal, affecting in part the teaching of arts in the school. In this context, this study analyzed the trajectory and the educational practices around the school discipline Artistic Education, in two institutions of secondary education, in the city of Dourados, Mato Grosso (from the South), from 1971 to 1982. The two the first high schools of the municipality - the Osvaldo Cruz de Dourados Gymnasium (GOC) and the Presidente Vargas State Gymnasium (GPV). During the research, we tried to answer a central problem: How was the trajectory and the educational practices developed around the school discipline of Arts Education developed in two secondary schools in Dourados, Mato Grosso (South), in the period of 1971 to 1982? It was also questioned: How was the curriculum of 1st and 2nd grade organized after the compulsion of this discipline? What were the contents proposed for this new discipline in the curriculum of these institutions and in the textbooks for Arts Education? What was the training of professionals who taught Art Education? In order to answer such questions, he used as sources of research Laws, Acts, Opinions and Didactic Books of Artistic Education of the time and oral sources, through interviews with former teachers. The initial temporal cut of 1971 is justified, by virtue of Federal Law No. 692/71, which established the official entrance of Artistic Education in the full curricula of educational establishments. The final cut of 1982 corresponds to the end of the vocational secondary education established by Law No. 5.692 / 71, through Law No. 7.044 / 82. The research is part of the History of Education, History of School Disciplines and School Culture. The analysis of the documents made it possible to understand that the insertion of Artistic Education was made possible by Law No. 5.692 / 71, through an official agreement between MEC-USAID, Brazilian education was reformulated, including this discipline in the curriculum. In addition, it was identified that the artistic influences were rooted in this new area, as the analysis of LDs in this study showed. In both institutions studied in the city of Dourados, Art Education classes were taught by teachers trained in regular courses or in other areas and, through the reports of former teachers, it was noted that the classes were organized according to their knowledge and experience and, in the practice of the classes, explored what they knew about this new area of the curriculum, especially the artistic language (plastic arts, music, theater and dance) with which they had an affinity, such as hymns sung by students, privileging the language of music within the polyvalence of the discipline of Artistic Education.