Grafite: uma alternativa criativa para a rede de ensino

Abstract

Art has been in the beginning of civilization, even before written language, communicating through symbols and concepts, via sensitivity, and being essential for human development. Therefore, it is necessary to study it in different ways and at different levels of depth, with other perspectives, models and patterns, interacting with it (didactically or not). Thus, in this aesthetic experience, the role of the teacher must be highlighted, who, in order to teach, needs to be constantly updated. But how can we develop methodologies in which there is a solid relationship between student, teacher and community? Adaptation to the surrounding reality is necessary, and in particular, educators must be focused on the context of the students and on a study of art that has real value, that is inclusive and includes the student in the school environment through content that fits this situation, and one of these is urban art, an expression in which the city is its support, covering large centers and suburbs. It was found that, in the educational institutions where the researcher worked on graffiti workshops, most of the students were from the outskirts and were inserted in a country context of Paraná. Therefore, it would be a mistake not to take advantage of this world knowledge in the teaching of art, thus justifying the present investigation. However, there is a discrepancy between student and teacher, as they are from different generations, geographical situations and financial conditions, and who experience different realities, which led to the creation of possibilities for the student to access the language of graffiti. There was the development of the aesthetic reading of images, as a historical and social fact, and the interaction with different materials in the production of images. This dissertation sought to analyze the role of images in the process of contemporary urban art, with its origins, in terms of teaching and learning, also contributing to the redefinition of work processes related to graffiti. Educational materials were created - through bibliographical and qualitative research - and the triangular methodology proposed by Ana Mae Barbosa was used for teacher improvement and education. To this end, the course "Graffiti, a pedagogical possibility" was held, which is the educational product, and a website was created, as well as interviews with graffiti artists from Londrina.