Art Education in Brazil and Spain: A comparative analysis of current education laws
Abstract
The general objective of this research was to comparatively analyze the normative configuration of arts education in Brazil and Spain through the examination of their respective current education laws, identifying similarities, structural divergences, and the gap between legal recognition and effective implementation. Methodologically, it adopts a qualitative approach of documentary and comparative nature, through the documentary examination of Brazil's Lei de Diretrizes e Bases da Educação Nacional (LDB No. 9.394/1996) and Spain's Organic Law 3/2020 (LOMLOE). The study also analyzes two paradigmatic cases of resistance for the permanence of Art in legislation: the Brazilian mobilization against Provisional Measure No. 746/2016 and the Spanish movement #EducaciónNoSinArtes regarding LOMLOE. It concludes that, despite formal recognition in both regulatory frameworks, the lack of specific parameters creates a gap between legal guarantees and actual implementation. Art education policies represent a field of permanent tension where organized academic participation is essential to preserve a comprehensive educational vision that values Art as a constitutive element in the development of individuals and society.
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