Contextualizar, criar e ler: uma análise sobre a abordagem triangular no ensino de arte nos ementários dos projetos políticos de curso dos Institutos Federais da região Norte

Abstract

This research is the result of the Graduate Program in Science and Humanities Teaching at the Federal University of Amazonas and aimed to investigate the presence of the Triangular Approach in Art teaching in the Integrated Technical High School Programs within the Information and Communication technology axis at the Federal Institutes in the Northern Region of Brazil. The Triangular Approach structures Art education based on three fundamental dimensions: contextualization, appreciation, and creation. The study was developed using a qualitative approach, based on document analysis, and aimed to examine how the Art discipline is conceived in these curricula, verifying the presence of this approach through syllabi, objectives, program content, and bibliographic references. The document analysis of the Course Pedagogical Projects revealed both convergences and particularities among the institutions, highlighting different conceptions and approaches to Art teaching. The fragmentation of artistic languages was identified, with some institutions prioritizing a single specific language, while others presented a more diversified approach. Additionally, the recurring absence of a structured program content suggested an automated or superficial planning process. The most relevant aspect was the partial or explicit presence of the Triangular Approach in some syllabi. In certain cases, this approach was more consistently integrated, aligning with contemporary theoretical references. The appreciation of regional culture also appeared in certain curricula, promoting a more contextualized teaching approach. The curricular organization of the Art discipline also presented challenges. While some institutions ensured the subject was offered throughout the entire high school period, others restricted it to the initial years or later made it optional. Given these findings, the results highlight the need for reflections on curriculum adequacy to ensure a more integrated, contextualized, and accessible Art education. The analysis contributes to the debate on the appreciation of Art in Professional and Technological Education, suggesting future reforms that embrace the diversity of artistic expressions and institutional specificities.