As experiências de artistas de Corumbá/MS e a formação estética nos espaços escolares

• Ano de defesa: 2023
• Autor(a) principal: SILMARA CRISTINA NERY DE FREITAS
• Orientador(a): Erika Natacha Fernandes de Andrade
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: práticas educativas; formação estética; espaço escolar.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/6617

The present work “Experiences of Artists from Corumbá/MS and Aesthetic Formation in Schools” is part of the Research Line Educative Practices, Teacher/Educator Formation in School and Non-School Spaces of the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul - Pantanal Campus (UFMS-CPAN). The research object was aesthetic formation. The general objective of the research was to identify experiences that can enhance aesthetic formation in school spaces; the specific objectives were: (i) to understand the interface between art, education, and aesthetic formation; (ii) to conduct interviews with artists from Corumbá/MS in order to identify the school-related and non-school-related experiences that allowed them to develop aesthetic, artistic, and creative dispositions; (iii) to reflect on the dimensions of experiences that need to be guaranteed in school education, as they have the power to drive the aesthetic formation of individuals. The research, of a qualitative nature, used semi-structured interviews as a data collection method. The methodology of rhetorical analysis guided the categorization and discussion of the data, which were also analyzed considering John Dewey's assumptions about aesthetic experience. The research methodology also encompassed the exercise of thought experiments, enabling recontextualizations of the artists' discourses' analyses and Deweyan philosophical propositions for the field of school education. The research results indicate that aesthetic formation implies experiences with aesthetic qualities, grounded in affectivity, lovingness, artistic development of individualities, imaginative and creative exercise, complexity of mental and social means, and the identification of the feeling of beauty as something constructed procedurally and valued in the social environment. It was also observed that aesthetic formation in school spaces has purposes and characteristics that are significant in social education. Thus, aesthetic formation in school spaces requires art and experience with social education. Keywords: Aesthetics. Art. John Dewey. Pedagogical Practice. Social Education.