Uma proposta para o ensino de artes visuais em uma perspectiva decolonial e inclusiva, no contexto da APAE, em São Francisco do Conde (BA)

Abstract

The dissertation aims to present a pedagogical proposal for teaching visual arts to People with Disabilities (PCD) from the Association of Parents and Friends of the Exceptional (APAE) of São Francisco do Conde (BA), in a decolonial and inclusive perspective, created from artists of the African diaspora, knowledge of subalternized peoples, criticism of school culture and stereotypes of art/education. This research was completed in the Professional Master's Degree in Arts at the Federal University of Bahia in 2023. We started from the concept of decoloniality, decolonial pedagogy, a new conception of disability, an inclusive approach in special education, paths for decolonial art/education in the context of Apae to theoretically support this research. As for the methodological approach, we used action research. The text begins by conceptualizing decoloniality, decolonial education, special education and disability, and includes references to the relevant legislation. It then presents the Apaes and the unit in São Francisco do Conde (BA), discussing their historical, cultural and pedagogical dimension, especially in the teaching of arts. Next, it discusses the pedagogical trends of special education and its dialogue with decoloniality. Subsequently, it contextualizes and grounds the proposal and then presents it and reports on the experiences in the field. As a result, the proposal promoted the comprehensive development of people with disabilities, respecting their unique characteristics and expanding their cultural repertoire. Despite institutional and cultural adversities, the power of critical art/education in mobilizing insurgent knowledge inaugurated a decolonial shift in the Visual Arts Room at Apae. The experience reaffirms the urgency of pedagogical practices in special education based on decolonial and anti-ableist perspectives.