A experiência estética na formação de professores: a (sub)existência das sensibilidades na construção da docência

Abstract

This research focuses on the aesthetic experience throughout the training of early childhood educators. Its theme emerges from the author's reflection on the formative process, which highlights a context of hardening teacher training, revealing the need to investigate experiences that bring forth the sensitivity of future teachers. We start from the understanding that questioning, differences, and critical reflection, presuppositions sustained by Critical Theory, are necessary for an education that encompasses a comprehensive pedagogy. In this sense, the work is mainly grounded in the studies of authors such as Habermas, Adorno, Hermann, as well as drawing on Benjamin, Honneth, and others. The main objective of the research is to understand and expand the potential of aesthetic experience in initial training, focusing on the construction of a comprehensive pedagogy. The problem is expressed as follows: understanding how and in which spaces and times aesthetic experiences occur in the contexts of Pedagogy courses, focusing on the impacts on teaching construction. The methodological perspective that underpins the work has a qualitative-hermeneutical character and, beyond the aesthetic dimension, employs a comprehensive perspective of hermeneutics and dialectics. Three Higher Education Institutions (HEIs) in the southern region of Rio Grande do Sul were delimited as the initial research context and subjects, using the Pedagogical Political Project (PPP) of the Pedagogy degree courses of these three HEIs and a brief survey of the information available on the official websites of the institutions. The research develops the hypothesis of the (sub)existence of sensibilities in teacher training, which, in the midst of rigid training and with its processes of human formation marginalized from education, reflects on the spaces and times in which the aesthetic dimension is present. The research aims to explore the possible constellations (or visible ones) in the trajectories of training, indicating some images as aesthetic organizations that sustain or can sustain possible paths for a (re)vision of teacher training anchored in an aesthetic, critical, and comprehensive dimension of teaching.