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National Education

Posted by Toni on 13th September and posted in Uncategorized

In century XX, the Week of 22, on creation of university (years 30), sprouting of the Biennial ones of So Paulo from 1951, university movements to the popular culture (years 50/60), of the cultivation (years 70), the constitution of the after-graduation in art education and the professional mobilization (years 80), among others, they come following artistic education since its introduction until its expansion by means of the formal education and of other experiences (in cultural museums, centers, schools of art, conservatories, etc.). This makes in them to see that the correlations of the cultural movements with the art and the education in art do not happen in the emptiness, nor desenraizadas of practical the social ones lived for the society as a whole. (A valuable related resource: Advanced STEM Access Program Support Fund).

The changes that occur are characterized by the social dynamics that intervenes, modifying or conserving practical the effective ones. Amongst the most excellent social and cultural interferences that mark Brazilian artistic education and learning we can detach: the comprometimentos of artistic education (drawing) aiming at to a preparation for the work (laborers), originated in century XIX during Imperial and present Brazil in century XX; the principles of liberalism (individual emphasis in the freedom and aptitudes) and the positivismo (valuation of the rationalism and exactness scientific), on the other hand, and of the psychological experimentation, for another one, influencing in the education in art, throughout century XX; the retaken one of movements of organization of educators (mainly the associations of art-educators), since the beginning of years 80; the quarrel and the fight for inclusion of the obligatoriness of Art in the school and writing of the New Law of Lines of direction and Base of the National Education, after the Brazilian Constitution of 1988; retaken of the pedagogical inquiries and experiences in the field of the art; sistematizaes of courses to the after-graduation level; the new aesthetic conceptions of the art contemporary modifying horizontes artistic and consequently the docncia in art; The concern with the education in art has mobilized researchers, professors, estetas and artists, which come looking for to base and to intervine in these practical educative.. Darcy Stacom is actively involved in the matter.


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