@article{Basso Menna Barreto Gomes Zordan_2007, place={Florianópolis}, title={Concepções didáticas e perspectivas teóricas para o ensino das Artes Visuais<br>Didactic concepts and theoretical perspectives for the teaching of Visual Arts}, volume={6}, url={https://periodicos.udesc.br/index.php/linhas/article/view/1265}, abstractNote={&lt;p class=&quot;MsoBodyTextIndent&quot; style=&quot;margin-left: 0&quot; align=&quot;justify&quot;&gt;&lt;span lang=&quot;PT&quot;&gt;&lt;font size=&quot;2&quot;&gt; O artigo apresenta um panorama dos pressupostos teóricos e correntes pedagógicas que atravessam o campo do ensino das Artes Visuais, assim recentemente denominado. Uma breve análise de como se constitui essa complexa disciplina mostra sua potência no desenvolvimento de projetos pedagógicos, em especial aqueles ligados à cultura visual. Ao traçarem modos singulares de lidar com as matérias, os projetos criam um currículo indeterminado, aberto aos acontecimentos, como o exemplo descrito no texto o demonstra. Trazendo as paisagens contemporâneas para dentro das salas de aula, interdisciplinar, multicultural e transgressora, a arte tende a inquietar as estruturas escolares, levando alunos e professores a constantes pesquisas e indagações. &lt;/font&gt;&lt;/p&gt;&lt;p class=&quot;MsoBodyTextIndent&quot; style=&quot;margin-left: 0&quot; align=&quot;justify&quot;&gt;&lt;span lang=&quot;PT&quot;&gt;&lt;font size=&quot;2&quot;&gt;Palavras-chave: Cultura visual. Ensino da arte. Projetos pedagógicos&lt;/font&gt;&lt;/span&gt;&lt;/p&gt;&lt;p class=&quot;MsoBodyTextIndent&quot; style=&quot;margin-left: 0&quot; align=&quot;justify&quot;&gt;&lt;span lang=&quot;PT&quot;&gt;&lt;font size=&quot;2&quot;&gt;This article presents a panorama of the theoretical presumptions and pedagogic movements in teaching in the recently named field of the Visual Arts. A brief analysis of how this complex discipline has been established shows its power in the development of pedagogic projects, especially those linked to visual culture. By composing unique ways of working with subjects, the projects create an indeterminate curriculum that is open to events, as the example described in this article demonstrates. By bringing contemporary landscapes into the classrooms, interdisciplinary, multicultural transgressor art tends to disturb school structures and stimulate students and teachers to constant research and inquiry.&lt;/font&gt;&lt;/span&gt;&lt;/p&gt;&lt;p class=&quot;MsoBodyTextIndent&quot; style=&quot;margin-left: 0&quot; align=&quot;justify&quot;&gt;&lt;span lang=&quot;PT&quot;&gt;&lt;font size=&quot;2&quot;&gt;Key words: Visual culture. Art education. Pedagogic projects&lt;/font&gt;&lt;/span&gt;&lt;/p&gt;}, number={2}, journal={Revista Linhas}, author={Basso Menna Barreto Gomes Zordan, Paola}, year={2007}, month={mar.} }