School art education for the working class: a question of method?

Abstract

We aim to problematize the aspects concerning the dialectical historical materialist method, as a foundation for presenting and analyzing the social practice that involves school art education from working-class perspective. For this purpose, we use bibliographical research that is modeled on data that emerge from reality. In this perspective, we draw upon the contributions of Saviani and Vygotsky on the method and the analysis of the conditions of access and permanence of the working-class in formal schooling and Art Education. As partial findings, we emphasize the limitations of a pedagogical proposal based on the dialectical method within capitalist society, but also the need for art as a humanizing force and as one of the necessities for constituting ourselves as cultural beings.