AESTHETIC IDEAS IN SCHOOL EDUCATION

Abstract

This article problematizes the attribution of a universal meaning to Art and its application in the elaboration of the Brazilian law that establishes the mandatory teaching of Art, and how this reverberates in school education. Through a theoretical bibliographic study, we consider aesthetic ideas in the educational field, taking as a reference the onto-historical foundations of Saviani's Historical-Critical Pedagogy (2007, 2009, 2010, 2011, 2021). The analysis is carried out from the social perspective of school education within the context of class struggle (Saviani, 2021). To understand the function of Art in the formation of the social being, we study the aesthetic foundations in the work of Karl Marx, systematized by Vázquez (2011a; 2011b). We conclude that the teaching of Art is only possible in a school emancipated from the domination and interests of the market. The aesthetic aspects of art cannot be fully developed within a school curriculum that prioritizes education for the alienation of capital.