Gestão curricular em uma escola estadual mineira: desafios no contexto do projeto político pedagógico sob a perspectiva das manifestações artísticas

Abstract

Curriculum management within a specific school unit establishes a variety of challenges and constraints inherent to its pedagogical implementation. Several factors, both internal and external to the school, are crucial to the proposal of a curriculum. A school's institutional regulations, through its pedagogical and educational practices, are fundamental to the identity and guidance of the teachinglearning process. The Arts are integral and indispensable elements in the guiding documents of Brazilian education. In the context of practice, the school unit in question, the Instituto Estadual de Educação de Juiz de Fora (IEE/JF), demands an approach that departs from traditional classroom methodology, with Integrated Arts being a possible alternative for an education aligned with the cultural sphere. The scope of inserting diverse artistic manifestations across different areas of knowledge is directed at the final years of Elementary School (6th, 7th, 8th, and 9th grades) during the afternoon shift, with the goal of institutionalizing the practical presence of Integrated Arts in the curriculum. Pedagogically and according to legal curricular guidelines, Art can compose the educational process; therefore, what elements justify the obstacles to the permanent presence of artistic manifestations in the school environment? Analyzing the intricacies of curriculum management, as well as proposing and implementing the collective and integrated construction of artistic manifestations in a practical and effective manner within this school environment, can transform traditional teaching-learning methods through a curriculum management emphasized by the presence of Integrated Arts. Multiple ideas can foster innovative and playful practices that exercise sensitivity in a more humanized environment, a fundamental purpose of the school which, beyond the scientific approach, values and cultivates humanism, stimulating greater student agency. The research path encompasses the school’s situational context and its developments, conceptual and documentary analysis, data collection and analysis, and, respectively, an Educational Action Plan. Throughout this journey, authors such as Miguel Arroyo, John Dewey, Dermeval Saviani, and Maria do Céu Roldão contributed to this study. The results of this case study intend to promote reflections on Art and education.