PEDAGOGICAL TRENDS IN ART TEACHING: FROM TRADITIONAL TO CONTEMPORARY

Abstract

What were/are the pedagogical trends for teaching Art? The objective of this article was to present an overview of these educational concepts with an emphasis on Visual Arts. The trends were divided into two groups: (i) general (Traditional, New, Technical and Historical-Critical Pedagogy), which cover several curricular components and (ii) specific to art teaching (Triangular Approach, Visual Culture, Aesthetics of Daily Life and A/R/Tography). Due to their complexity, there is no intention of exhausting them, but rather listing theoretical-methodological characteristics for analytical/comparative purposes. The methodology used was qualitative with a bibliographic nature. As a theoretical contribution, we had the support of the following authors: Arslan and Iavelberg (2006), Barbosa (2008, 2010, 2012, 2014, 2015), Ferraz and Fusari (2018), Iavelberg (2009), Oliveira and Hernandez (2015), Irwin and Dias (2013), Richter (2000), Saviani (2007, 2013), among others. The results indicated consonant and dissonant points between general and specific trends, remnants of old conceptions today and interrelationships between those that are in vogue, linked to postmodern logic.