Rosa Iavelberg

Context and Perspectives of Brazilian Art/Education after National Educational Reforms – virtual

Rosa Iavelberg – Faculdade de Educação da Universidade de São Paulo, Brazil – attending virtually

(with Pedro Bernardes Neto – Faculdade de Educação da Universidade de São Paulo, Brazil – attending in-person)

Abstract:

This paper aims to examine Art education in Brazil in light of the approval of the Common National Curricular Base (BNCC) and Law 13,415/2017, also known as the New Secondary Education (NSE). The research is part of the broader scope of the Art in Education Research Group (GPARTEDU), focusing on teacher training and school curricula. The paper begins with an analysis of the BNCC as a key element in the consolidation of competency-based pedagogy in Brazil, comparing it with the previous National Curricular Parameters (PCN).

Next, the paper highlights the modifications observed in the comparison of Art curriculum between the PCN and the BNCC. It then discusses the NSE with the same objective. Following this, the paper describes the state of Art education in São Paulo, Brazil’s largest educational network for children and adolescents. This section examines the number of Art classes offered from elementary through secondary school and outlines the characteristics of Art’s presence within the São Paulo curriculum.

The paper concludes by asserting that, under the BNCC and NSE, Art education has faced significant setbacks compared to the PCN. These setbacks are evident in the generalist approach adopted, which lacks specific content to effectively mobilize the competencies and skills recommended by the curriculum. Additionally, an observable consequence in the São Paulo education network is the substantial reduction in the number of Art classes from elementary to secondary education. As a result, the implementation of competency-based pedagogy in Brazil has shown signs of regression, rather than fostering the enhancement of Art education in the country.