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In this article we analyze art teaching using as a reference the work of Lukács who conceives art as a type of reflection of reality. From this perspective, it is understood that the peculiarities of the aesthetic reflex have historically originated as consequences of the activity of transforming nature, labor. Aesthetic sensitivity, understood as specific ways of capturing reality, developed historically and socially. This philosophical reference is used to analyze issues relating to visual arts in the curriculum of Brazilian Basic Education and the teaching of this specific type of school content. Adopting Historical-Critical Pedagogy as an educational reference, we argue in favor of a critical humanizing and transformative approach to school educational work with visual arts. We present the theoretical foundations and didactic challenges of this proposal, seeking to contribute to the reflection and practice of art teachers and the artistic training of students.
Leitão et al. (Fri,) studied this question.