Ensino das Artes Visuais na 9ª Etapa do EJA Ensino Médio da Escola Estadual Professora Ruth Prestes Gonçalves: Guia de Atividades

Abstract

This research aims to present an account of experimentation in teaching Visual Arts in the context of the 9th stage of Youth and Adult Education (EJA) at the High School level, developed at the Professor Ruth Prestes Gonçalves State School, located in the city of Manaus, Amazonas. The starting point of this investigation is the recognition of EJA as an educational strategy aimed at the public that did not complete their studies at the regular age, in elementary and high school. In Brazil, its trajectory is connected to innovative literacy and inclusion initiatives, especially throughout the 20th century. In the Amazonian context, however, this path acquires its own contours that reflect both the cultural dynamics and the geographical particularities of the state. The research proposes the elaboration of introductory activity boards for teaching Visual Arts, based on experimentation as the guiding axis of the learning process. In this sense, the study articulates assumptions of critical pedagogy, according to Paulo Freire (1996), which understands education as a practice of freedom and the construction of critical consciousness, with the perspective of relational aesthetics by Nicolas Bourriaud (2009), which understands art as a space for interaction and collective construction. Furthermore, it adopts Ana Mae Barbosa's (2012) triangular approach, structured around the axes of artistic creation, appreciation, and contextualization, as a methodological basis for teaching Visual Arts. The investigation is also anchored in the concept of "escrevivência" (a term coined by Conceição Evaristo, 2017), integrating experiences lived in the classroom with the teaching practice of the teacher-researcher, valuing the narratives and knowledge of the subjects involved. Methodologically, this is a qualitative, applied research with an interventional approach, based on participant observation. As a result, the study highlights the connection between art and the students' daily lives, the appreciation of practical experimentation as a learning strategy, and the overcoming of stigmas related to artistic production, such as the idea of "not knowing how to draw" or "not having talent." This demonstrates the strengthening of students' self-esteem and the increased engagement in the proposed activities, contributing to a more inclusive, sensitive, and meaningful Visual Arts education in the context of Youth and Adult Education.