TRIANGULAR APPROACH AND RELATIONAL PICTURE

CHALLENGES AND POSSIBILITIES FOR THE TEACHING OF ARTS IN BASIC SCHOOL

Abstract

This article discusses the relationship between the Triangular Approach and the Relational Picture to reflect on the challenges and possibilities for adopting the Triangular Approach combined with the Relational Picture as a strategy for students. This procedure would engage them in a critical perspective about Arts, developing their creative capacity, visual and aesthetic literacy, and contributing to their broad understanding of the importance of Arts in their lives. The study was conducted from the following question: What are the challenges and possibilities for adopting the Triangular Approach combined with the Relational Picture for the teaching of Arts in Basic School? To answer this question, bibliographic research was conducted based on the theoretical framework produced by Barbosa (2010), Triangular Approach; Lima (2021), Relational Picture; Bourriaud (2009), Relational Aesthetic. Results suggest the importance of adopting the Triangular Approach combined with the Relational Picture via apps for the creation of images, contributing to the adoption of Work of Art Reading, Artistic Acting, and Contextualization inside students’ realities, as well as the inclusion of students with special educational needs in Arts classes. Therefore, the Triangular Approach and the Relational Picture directly influence the process of teaching/learning Arts in Basic School, including the relational, social, and emotional context of students.