Imaginary museum:

the multidimensionalities of art education

Abstract

This article proposes a critical reflection on the teaching of Art in Brazilian public schools, discussing its potential, challenges and possible paths based on active methodologies, interdisciplinarity and the appreciation of cultural diversity. The article begins with the historical and political panorama of the inclusion of Art in the school curriculum, highlighting the impacts of the National Common Curricular Base (BNCC) on this process. It then analyzes pedagogical practices that favor student protagonism, the collective construction of knowledge and the development of aesthetic sensitivity, with emphasis on project-based learning. This research also explores the role of cultural institutions, such as museums, in expanding students' repertoire, advocating a rapprochement between school culture and contemporary artistic culture. The importance of digital inclusion and accessibility in teaching practices is discussed as a central element for the democratization of access to Art. Finally, it is argued that the teaching of Art, when based on a critical, interdisciplinary and inclusive approach, contributes to the integral formation of the student, promoting not only technical skills, but also the development of ethical, social and cultural values.