A (in) visibilidade da cultura negra africana no ensino de artes visuais

• Ano de defesa: 2008
• Autor(a) principal: OLIVEIRA, Ivaina de Fátima
• Orientador(a): GUIMARÃES, Leda Maria de Barros
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Cultura Visual
• Departamento: Processos e Sistemas Visuais, Educação e Visualidade
• País: BR
• Palavras-chave em Português: ensino de artes visuais; cultura Afro-brasileira; exclusão/inclusão; cultura visual
• Palavras-chave em Inglês: visual art education; African Brazilian culture; exclusion/inclusion.
• Área do conhecimento CNPq: CNPQ::
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/2779

This survey aimed to argue about the (in) visibility of African Brazilian culture in visual arts education specifically examining the Law 10.639/2003 that has established the compulsory teaching of Afro-Brazilian history and African Culture in Basic Education. The field of art education is one of two responsible of this mission. I developed a bibliographic survey about the implementation of the law, considering the social movements, multiculturalism concepts and affirmative actions as relevant factors in the process of its implementation. My search started also with a concern arising from the requirement of the law: How we will work with History and Culture Afro-Brazilian Culture and African contends in the teaching of visual arts? In contrast the invisibility of black culture in visual arts education, I brought up some events that present different regard on black culture as source for a critical art pedagogy, aware about the diversity of our cultural roots and concerned to the enhancement of African culture aesthetics in our people heritage. I see the law as a contribution to a transformative praxis for teaching arts for the inclusion of ethnic, social and cultural groups excluded or included in stereotypical ways. But the question remains without answers because these are always incomplete. This research has shown that we have advanced, but still we have the difficult task of generating more questions about the exclusion in a country marked by social, racial and cultural inequalities.