Arte urbana e o artivismo antirracista no contexto educacional do ensino médio de tempo integral

Abstract

This study investigates how art can combat racial prejudice in schools. Carried out at the Full-time High School Pedro Mendes Pessoa, the work analyzes how artistic expressions address social themes, awakening reflections and mobilizing positive attitudes. The main objective is to analyze pedagogical practices that integrate urban art and anti-racist artivism in high school, aiming to form critical and conscious citizens. It is based on the theory of "Education through art" by Herbert Read, and on the notes of Duarte Júnior, who proposes art as a tool for sensitivity and critical reflection. It uses an action research methodology, combining bibliographic and field research with the analysis of pedagogical activities. The integration of the Art curriculum with social themes at school and specifically combating racial prejudice is the central component

of the approach. The pedagogical activities developed show that urban art and anti- racist artivism promote inclusive and engaged education. Analysis of the data

collected, through questionnaires and interviews, reveals that students develop critical thinking skills, empathy and creative expression. Thus, to discuss these themes, the authors Lukács (1965), Hernández (2000, 2011), Ranciére (2012), Duarte Junior (2012), Samain (2012), Gitahy (1999), Rezende (2006), Mesquita (2008), Coleto (2010), Mourão (2014), Raposo (2015), Funíca (2015), Almeida (2018), among others. In addition, current educational laws will be used such as the Law of Guidelines and Bases - LDB 9394-96 and educational documents such as the Common Curricular Base (BNCC), Contemporary Transversal Themes and National Curricular Parameters. The conclusion highlights that art can be a powerful ally in promoting social justice and reducing racial prejudice, preparing students to face challenges in a creative and resilient way. The study fills a gap in the literature by exploring the integration of urban art and anti-racist artivism in the educational context, contributing to more engaged pedagogical practices.