A Tríade Significativa nas aulas de arte como possibilidade de transformação da realidade escolar: o caso da escola cidadã integral prof. Anésio Leão

Abstract

This course conclusion paper aims to explain the concept of significant triad, created by the author of this research, as a methodological suggestion to be worked on in art classes, reporting its possible contributions to the transformations of the Integral Citizen School Professor Anésio Leão, in Campina Grande-PB. Initiative motivated by the perception that the three concepts worked, the art, the otherness and the social context, associated, contributed to a significant teaching-learning. The research had as its specific objectives: to describe how we arrived at the concept of significant triad, as well as what the elements that compose it; identify the school under study regarding its location, space, school community and other particularities; show, briefly, artistic-pedagogical practices carried out during the year of two thousand and eighteen, having as a principle of production the significant triad; understand how the significant triad was designed to be worked on in school art classes; conduct a comparative study between the past and the present of the school, taking as an observation factor the artistic-pedagogical practices developed in the year of two thousand and eighteen, as well as the students' response to the applied form; seek to understand, through the analysis of applied forms, how art classes changed the reality and image of the school under study. From this, the investigative concept of (LEITE, 2008) was used as a methodological procedure for the development of this research, as well as the studies of (BARBOSA, 1998) about the triangular approach of learning, which served as a guide for the planning. and for the execution of this research. The understanding of alterity through the anthropological bias of (LAPLANTINE, 2003), proved to be significant for what we intended to exemplify. Finally, studies by (FREIRE, 2011) about contextualization, as well as the understanding of (SANTOS, 1998) about subject-space and space-society contributed to the development of the central idea. Throughout the report, a comparative study was conducted between the past and present of the school. We had as a result of this research the artistic works developed in the school in the year of two thousand and eighteen, those that will be described and studied, retaking the initial hypothesis in the light of the obtained results.