O ensino de arte e a educação inclusiva: relato de experiência numa Escola Indígena Apinayé.

Abstract

The objective of this research was to analyze how the inclusive education was elaborated in the Tekator State School of Aldeia Mariazinha, focusing on the importance of the art discipline for the educational development of students attending the multifunctional room. The Ethnographic methodology was of fundamental importance for the accomplishment of this research, since it offered theoretical subsidy for the data collection. I understood to be pertinent the use of this methodology, because the work was carried out in a community that has customs and traditions differently of which I reside, necessitating a greater coexistence with researched object. In addition, I used participant observation and semi-structured interview with the teacher of the multifunctional room of the Tekator school, which attends indigenous people with special needs. When researching the indigenous people with special needs of Tekator school in the village Mariazinha-TO, I found that they are able to learn, even presenting their learning difficulties, but they learn. And art has a relevant role in this process, as it had the opportunity to observe learners developing their learning through drawings and paintings. I also noticed that most of the drawings produced by them were related to their daily life, which is important, since the teaching and learning process should not be disconnected from the reality of the students. I also noticed that every class, regardless of whether it was in the arts or not, the teacher worked with artistic content. For example, if the class was to know the vowels of the alphabet, it first asked students to paint the drawings and then paint the letters. Despite the deficiency they had, reported in this research, all were able to carry out the activities, which means a positive and significant point. But what struck me most is that they do not have the mastery of writing and speak very little, but when drawing, to paint; therefore, in using art, they were aware of the space that each drawn object occupied at that moment and were able to develop their visual perception from the works of art developed by them. With this research it was possible to perceive the relevance that art has in the educational life of these indigenous people with special needs, because through it they manage to express themselves and, often, to dialogue with the teacher through their drawings, since they are very shy and find in art, a way of communicating with their peers.