Vol. 27 No. 2 (2023): Methodologies of Art in Education for Contemporary Contexts

The collaboration between the Professional Master's Degree in Arts/Prof-Artes and the Pedagogical Center for Education and Art/Nupeart, made this Journal the responsibility of an Editorial Committee formed by professors working in the Prof-Arts of some Brazilian universities. The purpose of this publication is to disseminate teaching, research and extension actions related and identified with education and cultural themes, in order to contribute to the reflection on the experiences of researchers and teachers of art teaching today.

The Nupeart/Prof-Artes Journal maintains a hybrid profile in which texts received in a continuous flow will be published, to be published every six months, as well as dossiers based on specially invited articles. The objective of this work policy is to achieve the necessary comprehensiveness to make this Journal a vehicle for dissemination and a didactic volume for undergraduate and graduate studies in Arts.

For this issue, we have prepared a dossier based on the theme Methodologies of Art in Education for contemporary contexts, in which we propose to reflect on how to approach the humanist pedagogies that are currently being elaborated, with the desire to carry out a reconstruction of pedagogical practice in the Arts. These methodologies are being experimented with by teachers in basic education and university studies, however, they are not always systematized, remaining as isolated experiences in their loci. By bringing them together in this issue, the Journal seeks to stimulate reflections on how the teaching of arts and the interaction between art and education can break with colonialist procedures, as well as on how the procedures of creation in Art can contribute to the hybridization between contemporary pedagogies.

The work entitled "Between what is and what will be", by Professor Anamaria Fernandes Viana, brings discussions about the importance of developing educational technologies and methodologies for sharing knowledge and experiences, in the field of Dance Studies, that are open, fluid, relative and contextual. The teacher's text

Arthur Marques reflects on the teaching of dance as a methodology for teaching body studies, thinking that these can help to break with colonial structural logics, suggesting adherence to the pedagogy of the oppressed and the bixa ethics, concomitantly, as supposed markers of the praxis of the artist-teacher, proposing a neologism: professing. In her text, Professor Juliana Ribeiro proposes that in Early Childhood Education the Teaching of Arts and Dance can contribute as a possibility of dialogue between the objectives foreseen in the BNCC and learning from body and authorial research, in collective interactions and with the environment, seeking other logics for the teaching and learning process of schooling.