A educação estética na formação de professores no ensino médio: um estudo sobre a contribuição de Ricoeur

• Ano de defesa: 2010
• Autor(a) principal: Trezzi, Clóvis
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Departamento 1; Programa de Pós Graduação Mestrado Educação; UNICID
• Palavras-chave em Português: Identidade narrativa; Formação inicial do professor; Educação estética; Labirinto; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO::CURRICULOS ESPECIFICOS PARA NIVEIS E TIPOS DE EDUCACAO
• Link de acesso: http://repositorio.cruzeirodosul.edu.br/handle/123456789/191

This report presents an analysis of the initial training of teachers at the High School level, based on the conception of narrative identity by Paul Ricoeur. The analysis was made through the document “Parecer CNE/CEB 01/1999,” which establishes the national curriculum guidelines for teachers’ initial training at the High School level. The starting point was the meaning of ‘aesthetic’ present in the document cited above. The qualitative research, in a hermeneutic approach, allowed us to make an interpretation based on Ricoeur, Schiller, La Salle and Freire, creating a dialogue that situated the narrative identity of Ricouer in the context of aesthetic education in High School. The purpose of this research was to show how the aesthetic experience is reflected in the concept of narrative identity, offering a contribution for the better understanding of teachers’ education. This report stresses that the document analyzed is a labyrinthine aesthetic experience. The attributions of meaning that emerged from the interpretation of the document show that autobiographical writing is the way out of this labyrinth. Therefore, the narratives in the educational process point out aesthetic education as fundamental for identity formation in the courses for teachers’ training at the High School level