Educação estética e a experiência na formação de professores de artes: um estudo (auto)biográfico
Nenhuma Miniatura disponível
Data
2025-05-15
Autores
Ferreira, Sonia Maria de Oliveira
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
This research analyzes the education of Arts teachers, anchored in concepts of experience from Benjamin (1994, 2012, 2017), Vygotsky’s mediation (2003, 2007, 2010), and Vygotsky’s aesthetics (1999). It problematizes the aesthetic experience in teacher education, with the goal of analyzing how aesthetic and artistic experiences in exhibition spaces contribute to the training of Arts teachers. The study is based on the thesis that the aesthetic education of Arts teachers benefits from experiences in art exhibition spaces. The autobiographical study favors, through life stories, the reflective process of the Arts teacher towards an aesthetic experience, which promotes the spectator beyond consumption and superficial encounters with the artwork. The research was grounded in the (auto)biographical methodology of Josso (2004, 2007, 2012, 2020) and Abrahão (2004), seeking memories and aesthetic experiences that contribute to the education of Arts teachers. For this, the autobiographical research began with our own experiences in exhibition spaces and expanded into dialog with subjects and their life stories, with an emphasis on the influence of art on their lives and their experiences in exhibition and educational spaces and teaching. The dialog was expanded with artists in studios, art exhibitions and with teachers, researchers and a final-year Visual Arts student in the subject Art and Non-School Education. Data was collected through observation and analytical (auto)biographical reporting, with entries in logbooks, dialogues and documentary analysis. The results show the centrality of an education enriched by experiences in exhibition spaces in the training of art teachers. Experiences in spaces such as ateliers and art exhibitions, in extended dialogues with artists, teachers and students, foster self-reflection and corroborate the autobiographical study in understanding the formative process in the arts by developing affective memories of each experience lived
Descrição
Palavras-chave
Formação de professores , Educação estética , Mediação , Teacher education , Aesthetic education , Mediation