Pintura na escola: uma representação imagética de elementos das culturas indígenas e afro-brasileiras

Abstract

The following work discusses the interactions between indigenous and Afro-Brazilian culture and the teaching of visual arts. The theories that supported its development were those of: Ribeiro (1995 and 2004) with his studies on the Brazilian People; Barbosa (2008) with the Triangular Approach; Salles (1998) with Genetic Criticism; Pedrosa (2009), with the Theory of Colors. The objective of the work is to analyze how contact with an imagery repertoire of Indians and Afro-Brazilians will influence the process of creation in Visual Arts classes. It starts with the following problem: how will the use of visual and historical repertoire of Indigenous and Afro-Brazilians influence the creation of adolescents? For this, we conducted a research in teaching visual arts. We use a qualitative approach, using elements of ethnography. Data collection was carried out through illustration classes (elective course / full-time high school) with students' sketchbook, field diary and photographs of the processes. The data was analyzed based on the following categories: 1) images created by the students; 2) diversity of skin colors painted during artistic production; 3) the presence of indigenous elements and Afro-Brazilian culture in the students' drawings. The result was that this influence occurred in a heterogeneous way, mixing elements of the current culture with a strong foreign presence to the Brazilian imagery elements that have been maintained over the centuries.