Da persistência do tecnicismo no ensino da arte: reflexões sobre arte e alienação na educação brasileira

Abstract

This dissertation investigates the persistence of technicism in Art education in Brazilian basic education, understanding it as a historical expression of the determinations of the capitalist mode of production over public schools, rather than as a circumstantial pedagogical mistake. Its central objective is to analyze how technicism reconfigures itself historically without altering its structural function of subordinating human formation to the demands of capital reproduction. The research adopts historical dialectical materialism as its method and Historical-Critical Pedagogy (HCP) as its theoretical framework, based on bibliographic and documentary research covering works of Marxist thought, educational legislation, curricular guidelines and reports from international organizations. The first chapter grounds art as creative labor, articulates this foundation with HCP and traces three historical moments of Art education in Brazil, from the French Artistic Mission of 1816 to the polyvalence instituted by Law No. 5,692/1971, highlighting the persistent contradiction between legal advances and the concrete conditions of teacher education. The second chapter examines the new threats to Art education: the logic of measurable competencies disseminated by international organizations, the hollowing out of Art as classical knowledge in the National Common Curricular Base (BNCC), and the platformization of education in the state of Paraná as an expression of neotechnicism. The third chapter proposes omnilateral formation as a horizon, articulating the criterion of the classic, the distinction between creative and reiterative praxis, catharsis, and the five steps of the historical-critical method as guidance for Art education in public schools. The results indicate that HCP offers a consistent framework for the historical diagnosis of the problem and for proposing a pedagogical practice committed to omnilateral formation, affirming Art in public schools as a condition of human formation and a field of struggle for the democratization of the aesthetic heritage produced by humanity.