No país das maravilhas: uma análise das relações dialógicas no projeto para o ensino de Arte nas séries iniciais do ciclo I do Estado de São Paulo

Abstract

This thesis aims to analyze the dialogical relations and verbal interactions observed in the statements present in the project entitled In the country Wonderland, checking the dialogue established between these statements and those located in the film:" Alice in Wonderland". In this work we present the theoretical principles underlying the course of the research object of analysis, undertake a dialogic reading of this reference material for Art education in public schools of São Paulo and make an analysis of Bakhtin's dialogism present in these statements two textos- design and film. We base the analysis from the philosophical project of the Russian thinker Mikhail Bakhtin, which features an original thought on language from the dialogic perspective, and its development that are the dialogical relations. We investigate also concepts such as act -event, responsibility and Art . After entering these areas, essential for understanding the project say Bakhtin, we made the selection, at first, of statements present in a chapter of the book Art in Education Initial Series - Project- that make up the curriculum of the State are Paul and others taken from the Tim Burton film (2010 ). From the reflections offered by this analysis, we assessed the extent to which Bakhtin look at this material may contribute to significant teaching Art, and investigate how teacher education can enable the presence of a mediator between the requirements of curriculum and the actually proposed to the student, in a dialogical approach to language. The results revealed that the project meets the reflections of Bakhtin on Art and responsibility, the look Bakhtin adds values and tones to education, responsible response, clearing the way they should go a good teaching art . We note that the requirements of the project in Wonderland, dialogues with the thought of Bakhtin, just for guiding the teacher to motivate the student of the initial series to recognize a partaker of the aesthetic activity, uniting in his responsible act, the culture of worlds and life. Thus, like Alice, built senses and seized the world from the responsible attitude to life, students of the initial series is urged to grasp the world from their cognitive, aesthetic and unique acts, from the poetic itself . implies that it is crucial that this teacher, let us assume as a facilitator in this process, providing the opening to dialogism, taking into account the values of the student, as in education, this is the main subject