LC Cultura e Artes - Escola Lourenço Castanho

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The role of art and culture at Lourenço Castanho School is intertwined with the very act of education itself. It is a fundamental and inseparable part of developing students' socio-emotional skills, personal expression, and broadening their repertoire. Producing and consuming culture and art means being an integral, critical, and active part of the world.

We understand that the teaching and learning of Art at Lourenço Castanho, from Early Childhood Education to High School, is focused on acquiring and mastering a sensitive system aimed at enhancing students' expressive and communication skills.

From the perspective of being a language, used in its specificity or in articulation with others, Art is, therefore, another language in dialogue with the rest, contributing to a continuous experience that connects knowledge (practical or theoretical) with aesthetic perception (senses) and the exercise of critique (reflection).

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Early Childhood Education

Art is one of the main pillars of working with children. The entire pedagogical structure of this stage of education is developed according to the 12 fields of experience proposed by the BNCC, which considers art fundamental.

In this way, there are experiences with the various forms of expression that involve play: whether theater, dance, body, photography, or visual arts.

The child is a producer of culture, with listening, voice, and artistic expression. Legends and literature are anchors of an education that also points to the recognition and development of narratives, which are encouraged to be continued at home.

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Elementary School – Early Years

Art guides much of the Early Years of Elementary School, as expression and language, moving away from a utilitarian view and continuing to serve as an element in building identity.

The expansion of the student’s cultural repertoire, contact with literature, and the consumption and production of texts characterize art as also having a role of enjoyment. At this stage, the importance of visual literacy (reading images) is emphasized, as proposed by educator Bernardo Toro in *Codes of Modernity*.

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Middle School – Final Years

Lourenço explicitly includes arts in the curriculum, embracing a greater focus each year of Elementary School. Various artistic modalities are present in each grade as an integrative and transdisciplinary element, such as music and theater.

The city and the aspects of urban arts also have space in elective courses. Art is seen as a form of individual identity, and also as an element of social construction.

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High School

In High School, the development of art is a language of complementary importance to the sciences.

In the curriculum, the linguistic approach, photography, and cinema are of significant importance, while theater plays a strategic role in the elective courses.