Art at School—Is There Any Perspective?

Abstract

Based on the premise that art is an important activity for human development (Vygotsky), the aim of this study is to analyze the role of art in the everyday activities of schooling using conventional methods and also in schooling using alternative methods, the latter having been founded by Rudolf Steiner and referred to as Waldorf education. This study is justified by its making explicit the educational potential of art, whilst also seeking to contribute to the formation of teaching practices that consider the subject in a full manner. This is an exploratory qualitative study. Students and teachers from two elementary school classes of a municipal school in the State of Paraná were selected by convenience to take part in the study. Teachers and students from an elementary Waldorf reference school in the city of Curitiba were also selected. The participants were observed and the data were recorded in a field diary during one semester in each of the contexts. From the data collected it was possible to note that art is usually perceived as an element of leisure in schooling using conventional methods and its practice is based on mechanicalness. On the other hand, schooling using the alternative method uses art as a teaching tool, whereby the work of teaching is pervaded by the artistic element. This study brings indications of the need to review the importance given to art in traditional schooling, as well as to review practices that see art as an ally in the teaching process. As such, it would be fundamental for the Waldorf method to be better known, with the aim of contributing to the practice of teaching art in everyday schooling.