A preservação do patrimônio artístico de Embu das Artes pela educação nas séries iniciais do ensino fundamental
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2018-07-24
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A presente pesquisa foi realizada no município de Embu das Artes, São Paulo, Brasil, ressaltando correlação entre arte e educação. A cultura de Embu das Artes foi iniciada na aldeia do M’Boy, fundada pelos jesuítas entre 1555 e 1559. Foi das mãos dos jesuítas e dos índios que surgiram os primeiros traços artísticos que mais tarde se tornariam a marca da cidade. A cidade é uma fonte rica de pesquisa cultural e histórica, oferecendo elementos para a formação de educadores e constituindo um berço para a arte e para as manifestações culturais de seu povo. Neste sentido busca-se saber se está sendo mantida esta tradição histórica e cultural da cidade, como a cultura local e artística será mantida com o passar dos anos e o que pode ser feito para que o município continue sendo conhecido por suas artes. Para tanto se levanta como situação problema: Os professores de Artes das séries iniciais, das escolas do município de Embu das Artes estão preparados por meio do ensino das Artes para trabalhar a cultura local dentro do sistema educacional no Ensino Fundamental? Até que ponto os professores de Artes dentro da proposta educacional inserem cultura no currículo das suas disciplinas, além de analisar a preservação do patrimônio artístico? Quais ações estão sendo realizadas pela Secretaria da Educação e Cultura para que a cultura local e o desenvolvimento artístico sejam mantidos? Dentro dessa perspectiva, incentivando essa importância do conhecimento cultural, acreditamos que tal estudo desenvolverá um papel relevante em nossa sociedade, uma vez que prepara os profissionais a refletirem e trabalharem com a diversidade cultural no contexto escolar. Acredita-se assim, que este olhar possa abrir espaços que permitam a transformação da escola e por meio das disciplinas que concorrem entre as outras, à preservação do histórico cultural do município. Nossa imersão neste universo sociocultural compreende que a cultura local, constitui-se como um lócus privilegiado, não só para refletir e discutir a identidade de crianças, adolescentes, jovens e adultos, mas também ampliar e compreender o multiculturalismo presente na cidade de Embu das Artes, progredindo o conhecimento intelectual, valorizando o desenvolvimento, a sociedade e, consequentemente, construindo o progresso, seja na formação de alunos ou até mesmo na formação continuada dos professores.
The present research was carried out in Embu das Artes city, São Paulo, Brazil, emphasizing the correlation between art and education. The culture of Embu das Artes began in a village called M'Boy, founded by the Jesuits between 1555 and 1559. It was from the Jesuits and Indians hands that the first artistic features emerged that later became the city's mark. The city is a rich source of cultural and historical research, providing elements for the training of educators and providing a cradle for art and for the cultural manifestations of its people. In this sense, it is sought to know if this historical and cultural tradition of the city is being maintained, as the local and artistic culture will be maintained over the years and what can be done so that the municipality continues to be known for its arts. To do so, rises as situation problem: Are the Arts teachers of the initial school years children of Embu das Artes county prepared by teaching the Arts to work the local culture within the educational system in Elementary School? To what extent do the Arts teachers within the educational proposal insert culture in the curriculum of their disciplines, besides analyzing the preservation of the artistic patrimony? What actions are being carried out by the Department of Education and Culture so that local culture and artistic development are maintained? Within this perspective, by encouraging this importance of cultural knowledge, we believe that such a study will play a relevant role in our society, since it prepares professionals to reflect and work with cultural diversity in the school context. It is believed, therefore, that this view can open spaces that allow the transformation of the school and through the disciplines that compete among the others, to the preservation of the cultural history of the county. Our immersion in this socio-cultural universe understands that local culture is a privileged locus not only to reflect and discuss the identity of children, teenagers and adults, but also to broaden and understand multiculturalism present in the Embu das Artes city, progressing intellectual knowledge, valuing development, society and consequently building progress, whether in the training of students or even in the continuing education of teachers.
The present research was carried out in Embu das Artes city, São Paulo, Brazil, emphasizing the correlation between art and education. The culture of Embu das Artes began in a village called M'Boy, founded by the Jesuits between 1555 and 1559. It was from the Jesuits and Indians hands that the first artistic features emerged that later became the city's mark. The city is a rich source of cultural and historical research, providing elements for the training of educators and providing a cradle for art and for the cultural manifestations of its people. In this sense, it is sought to know if this historical and cultural tradition of the city is being maintained, as the local and artistic culture will be maintained over the years and what can be done so that the municipality continues to be known for its arts. To do so, rises as situation problem: Are the Arts teachers of the initial school years children of Embu das Artes county prepared by teaching the Arts to work the local culture within the educational system in Elementary School? To what extent do the Arts teachers within the educational proposal insert culture in the curriculum of their disciplines, besides analyzing the preservation of the artistic patrimony? What actions are being carried out by the Department of Education and Culture so that local culture and artistic development are maintained? Within this perspective, by encouraging this importance of cultural knowledge, we believe that such a study will play a relevant role in our society, since it prepares professionals to reflect and work with cultural diversity in the school context. It is believed, therefore, that this view can open spaces that allow the transformation of the school and through the disciplines that compete among the others, to the preservation of the cultural history of the county. Our immersion in this socio-cultural universe understands that local culture is a privileged locus not only to reflect and discuss the identity of children, teenagers and adults, but also to broaden and understand multiculturalism present in the Embu das Artes city, progressing intellectual knowledge, valuing development, society and consequently building progress, whether in the training of students or even in the continuing education of teachers.
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Artes , educação , cultura , professores , Embu das Artes