Contemporary art and art education: contexts of meaning production

Abstract

The article discusses the challenges of present day education, considering the ability to see and the experience with contemporary art at the school context. It has as its reference the academic research (LEDUR, 2005, 2013) in relation to the meaning producedin interaction with contemporary art by teachers and students of Elementary Education from public schools assisted by the city. Authors like Cauquelin (2005), Bourriaud (2009), Bauman (1998, 2007), Sibilia (2012) and Acaso (2009) underlie the thinking on the transformation of post-modernity; the analysis of aesthetic experience are based on studies by Bakhtin, Dewey and greimasian semiotics. As the interaction with contemporary art was considered as a sensible and intelligible experience, it was observed the recurrence of specific meanings grounded in basic principles from the esthetic experience with contemporary art. The comprehension built around the perception of meanings, which were produced by the students in the interaction with contemporary art, was represented using the semiotic square. In this scheme, modes of contemplation, questioning, meaning and perception were pointed out as a result of contemporary art apprehension.