A arte como uma possibilidade de educação emancipatória na Educação de Adolescentes, Jovens e Adultos

Abstract

The following experience report is a snippet of a project developed and implemented by pedagogy academics of the Faculdade de Educação da Universidade Federal de Goiás (FE/UFG) in the curricular course named Estágio Curricular Obrigatório nos Anos Iniciais do Ensino Fundamental. The project was developed in a municipal public school in the city of Goiânia which implements the Educação de Adolescentes, Jovens e Adultos (EAJA) (in English: Education of Adolescent, Young, and Adult learners). Under the conception of Dialogicidade, we sought constructive elements that connect action and reflection. According to Freire (1987), one can transform the world through liberating education, in which each one is author and protagonist of their own life. According to Rancière (2012, p. 16), “each intellectual act is a path traced between a form of ignorance and a form of knowledge, a path that constantly abolishes any fixity and hierarchy of positions with their boundaries”. We sought educational practices that make feasible sensible forms of experiencing, welcoming, and resolving the challenges experienced by learners. We resorted as well to the theory of the Proposta Triangular, aiming to encourage experimentation, creation, and appreciation to all learners; the introduction of art in the classroom enables a more sensible education which expands and transforms reality.