O ensino (híbrido) de arte como potência libertadora: um estudo de caso no Colégio Estadual de Tempo Integral Gonçalo Muniz

Abstract

The present study aims to analyze the impacts of a pedagogical intervention in Art education developed through the implementation of hybrid learning, discussing the use of this methodology as a mediating tool in Art teaching and identifying favorable and unfavorable aspects inherent to the context of public secondary education in the state of Bahia, Brazil. The study is aligned with the research line “Theoretical and Methodological Approaches to Teaching Practices,” as it focuses on a methodological and experimental framework carried out within the context of Basic Education. The theoretical framework includes discussions on the inadequacy of the banking model of education in contemporary contexts, the importance of Art education as a liberating force through decolonial practices, and the Triangular Approach as a tool for reading and understanding the world. It also addresses Brazilian and Bahian secondary education, as well as digital literacy and digital inclusion as contemporary educational needs. This research consists of a case study supported by observation and interviews as research techniques, focusing on the analysis of data obtained through structured questionnaires, while also assuming characteristics of intervention research. The results and discussions indicate broad approval of hybrid learning among students across the three investigated educational modalities, as well as the potential of this methodology to enhance student engagement, foster autonomy and protagonism through personalized learning, stimulate greater interest in the Art curriculum component, and support the development of learning in Art. Such evidence reinforces the relevance of this methodology for serving both students in regular educational trajectories and those who require learning recovery or have been temporarily absent. Furthermore, the study revealed the persistence of different levels of digital inclusion among students, as well as structural, technological, and socioeconomic inequalities that directly affect the educational experience, thus requiring the adoption of inclusive hybrid strategies and models aligned with the specific characteristics of the populations served and the contexts in which they are applied.