<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442018000400741</article-id>
<article-id pub-id-type="doi">10.5902/1984644432158</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A arte-educação no ensino médio: desafios à formação estética]]></article-title>
<article-title xml:lang="en"><![CDATA[The art-education in middle school: challenges and faces to aesthetic formation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Rafaella Lira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Devechi]]></surname>
<given-names><![CDATA[Catia Piccolo Viero]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília Faculdade de Educação programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>4</numero>
<fpage>741</fpage>
<lpage>756</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442018000400741&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442018000400741&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442018000400741&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo busca compreender e refletir, por meio de uma abordagem hermen&#234;utica, a atua&#231;&#227;o do arte-educador do ensino m&#233;dio diante das condicionantes da sociedade administrada, a partir das percep&#231;&#245;es dos professores de arte das escolas p&#250;blicas do Distrito Federal. Para tal foi aplicado um question&#225;rio para identificar os desafios desses profissionais nas suas pr&#225;ticas de ensino, por exemplo as poucas horas-aula destinadas &#224;s aulas de arte, a incompatibilidade entre a forma&#231;&#227;o espec&#237;fica do arte-educador na gradua&#231;&#227;o e seu exerc&#237;cio polivalente na sala de aula e o n&#227;o reconhecimento do trabalho em arte-educa&#231;&#227;o perante seus pares e a sociedade. Os dados s&#227;o discutidos a partir da teoria est&#233;tica de Adorno (2008), que aponta a potencialidade cr&#237;tica da arte e seu compromisso social na contemporaneidade. Estima-se que, em uma perspectiva est&#233;tica, a arte no ensino m&#233;dio poderia se colocar como um espa&#231;o de forma&#231;&#227;o para o esp&#237;rito humano, em que a sensibilidade cr&#237;tica n&#227;o estivesse contra a ci&#234;ncia, mas vislumbrada como pertencente &#224; integralidade do indiv&#237;duo e como forma de resist&#234;ncia diante da massifica&#231;&#227;o sociocultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article seeks to understand and reflect, through a hermeneutic approach, the performance of the art-educator of High School in the face of the conditions of the society managed, based on the perceptions of the art teachers of the public schools of the Federal District. For this purpose a questionnaire was applied to identify the challenges of these professionals in their teaching practices, such as the few hours-classes for art classes, the incompatibility between the specific training of the art-educator in the undergraduate and his multipurpose exercise in classroom and the non-recognition of art-education work vis-&#224;-vis peers and society. The data are discussed from the aesthetic theory of Adorno (2008) that points out the critical potentiality of art and its social commitment in contemporaneity. We believe that, from an aesthetic perspective, art in High School could be seen as a space of formation for the human spirit, in which the critical sensibility was not against science, but glimpsed as belonging to the integrality of the individual and as a form of resistance of sociocultural massification.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação estética]]></kwd>
<kwd lng="pt"><![CDATA[Arte-educador]]></kwd>
<kwd lng="pt"><![CDATA[Sociedade administrada]]></kwd>
<kwd lng="en"><![CDATA[Aesthetic formation]]></kwd>
<kwd lng="en"><![CDATA[Art-educator]]></kwd>
<kwd lng="en"><![CDATA[Managed company]]></kwd>
</kwd-group>
</article-meta>
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