A Arte como ferramenta para desenvolver a autonomia e o senso crítico na Universidade

Abstract

We can recognize in brazilian education a prioritization of the search and transfer of information to the detriment of an ecological experience for students. In this work we propose to investigate how art in its most diverse possibilities can be used to help in the development of autonomy and critical sense of university students. We stick to the hypothesis that providing this experience to knowledge producers (teachers and students) in university spaces is important for them to perceive themselves as actors in their educational processes. Therefore, we intuit the arts as possible tools to reveal and access these experiences, broadening the look in front of the possible ecologies of learning (Jackson, 2013) in which the university student is inserted. Tthe study is a bibliographical research interspersing educators who defend, in a unique and diverse way, an education more committed to the reality of the student, and that surrounds him, as well as taking him as a political subject and producer of his own knowledge. Therefore, the main references of this research are: Paulo Freire (2020, 2021), Susan O'Neill (2012), Duarte Jr. (2000, 1991), Larrosa (2021) and Augusto Boal (2009). In dialogue with this theoretical analysis, we seek to know the context of art in university education. To this end, we carried out a survey and organization of the articles present in the PePSIC and Scielo databases on the education-art-university triad. Among the findings, it was possible to highlight the potential of art as a tool to develop the learning of all those involved in the educational process, especially students. Despite this, there is little evidence of the use of art in education, especially when thinking about higher education. The research also served as the basis for the production of a fanzine that brought together suggestions for possible artistic activities to assist in the teaching process at universities.