Arte e inclusão

The article presented here, “Art and Inclusion: The Aesthetic Dimension as a Force in Basic Education”, is an excerpt from a study conducted at the Center for Research on Art in Education (NUPAE), affiliated with the Graduate Program in Education (PPGE) at the University of the Joinville Region (UNIVILLE). Therefore, our objective in this article, as it was in the research, is to enhance the role of Art and the Aesthetic Dimension in basic education. The theoretical foundation is rooted in Art as a movement, endowed with sensibilities, driven by the experience of being and of existing in the world. The aesthetic dimension takes the place of reflection, where the tangible becomes an abstraction of thought and feeling. The school, in turn, is understood as a place that embraces diversity, opening possibilities for students to be who they are with their limitations and potential. The research was conducted over a two-month period in a public school system, involving twenty-three students in the early grades, with diverse abilities, backgrounds, and cultures. The qualitative study was based on sessions centered on aesthetic experiences, which emphasized dialogue, respect, and collaboration among the group of children through the creation and cultivation of a school garden. The actual findings of this research were enhanced through the A/r/tographic approach, empirically demonstrating the relevance of Art and the Aesthetic Dimension as a possibility for inclusive education, based on the knowledge and meanings of the participating students

Human Dimension · Painting · Qualitative research · Visual arts education · Arts and Performance Studies · Health, Education, and Aging · Literary Analysis and Cultural Studies