Função social da educação não escolar de artes: ambiguidades e contradições

Abstract

The present work investigates, based on critical theory, the theses and dissertations on artistic education which, due to multiple factors listed by researchers in the area, is defined by a term composed of the noun "education" and an adjective distinct from "school". The research discusses, on the one hand, the relationship of interdependence between the production of knowledge and the historical-social condition defined as late capitalism and, on the other, on art as an educational content in contemporary times. The selection of the research sources was carried out through a survey in the Capes Thesis and Dissertations Catalog and the identification and analysis of the data was carried out based on the content analysis technique and on the catalog card tool. Two main research strands were identified: popular education and non-formal education. It was found that the popular education researches comprise, in their majority, a transforming social function converging the practice to what is defined as school education. On the contrary, in nonformal education surveys, there is a frequent socializing social function in divergence from school education, defined as formal. The main distinctions of the two sets of research are linked to theoretical questions about the social function of art, dissociating from analyzes of the unique elements of art as content of the educational experience