A importância do ensino da arte para a alfabetização na Educação de Jovens e Adultos (EJA)

Abstract

This research aims to present arguments about the importance of exemption from art teaching in the Literacy of Youth and Adult Education, paying attention to its influence on the citizens' formation of students, analyzing the impacts of technologies on teaching. We will seek the description of factors that can define art as a motivational instrument, and contribute to overcoming cognitive obstacles, lack of investments in basic education infrastructure, in the formative process of training of art teachers and EJA. We emphasize that the training processes would help teachers better understand the technological impacts present in classrooms through Information and Communication Technologies (ICTs), which is already part of the daily lives of students present in our schools. We reflect from Ana Mae Barbosa's triangular approach as a fundamental methodology, allied with the Freirean dialectic as an essential basis for the teaching of Art in Youth and Adult Literacy. For we believe that it would be very helpful, in general, especially in understanding the historical context of art and its relation to culture, socio-cultural groups and their influence on popular education, which necessarily needs to be present in the teaching of art and literacy as well as in the other modules of Youth and Adult education, where contemporary art is represented within the four major fields: Visual Arts, Dance, Music and Theater. Already present in the Curriculum Parameter of Basic Education of Pernambuco (PCEB, Pernambuco 2013, p 18). Standardization that is necessary to cover literacy in the first module of Youth and Adult Education, in formal as well as in non-formal education, in the struggle for the eradication of illiteracy, dialoguing with the new segments of art and technology that has as an obstacle to lack of structure of schools, as well as teachers who are not trained in art and are not trained either through continuing education appropriate to the art discipline and within the technological axes. The research points out that, on the verge of overcoming these obstacles, a pedagogical effort is needed in favor of the self-esteem of EJA students, optimization of the use of mobile technology in the case of mobile phones, tablets and notebooks. Using these devices more directly in art with videos, photographs and other technological means linked to art, overcoming the material infrastructure issues of schools while making students aware that the school is a space for knowledge construction, and Art teaching in this pedagogical process expands the knowledge of the world expressively, cognitively, and perceptively to students in and outside the classroom.