Theoretical trends in art education in Brazil: relations between critical-historical pedagogy and visual arts education

Abstract

This article result of an investigation that aimed to survey the “state of the art” of the relationship between the field of researchers in Historical-Critical Pedagogy (PHC) and the teaching of visual arts. For that, the data were collected in three annals of events with the theme being the pedagogical perspective object of the investigation; in the CAPES Research Groups Directory, looking for groups with lines of research on art, searching for the keyword “Historical-Critical Pedagogy”; the Platform of the Lattes Curriculum of PHC researchers and publications in publish company “Autores Associados”, a recognized publisher that publishes PHC books and, the annals, between 2008 and 2018, of the Congresses of the Federation of Art-Educators of Brazil and the National Association of Plastic Arts Researchers, between 2008 and 2020. This survey pointed out that several dissertations and theses in the researched relationship emerge between the years 2008 and 2018. The number of works published in the three annals of investigated events that have the theme of PHC shows that there was an increase in production that deals with the relationship between PHC and the teaching of visual arts, as well as that there are other groups that did not appear in the search for the parameter used in the search directory that works at PHC and that participation in specific events in the field of arts does not accompany the increase in research that was perceived in the other surveyed spaces.