Almanach da aventura da formação de um desenhista professor

• Ano de defesa: 2016
• Autor(a) principal: Dalmazzo, André Krusser
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Imaginário instituinte; Estética; Formação de professores; Imaginary instituinte; Aesthetics; Teaching management; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/3511

The present research is an autobiographical and experimental one made up of narratives in the form of almanack ephemera when I took the adventurous plunge of moving myself among fragmented, disconnected and various experiences in order to nd out which experiences could be seminal for teaching management. Within this perspective, I chose sensitive perspective as the main thread of this doctoral trajectory. Therefore, the thesis is that everyday sensitive experiences, crisscrossed by the imaginary and aesthetics, are elements that should be taken into account when dealing with developing teaching management at a teacher's management course and throughout teachers' professional lives. In order to narrate my personal life history as a teacher, I took as main references the theory of the social imaginary by Cornelius Castoriadis, aesthetics in teaching by Nadja Hermann and life history by Gaston Pineu and Jean-Louis Le Grand. Through these perspectives and within the context of varied experiences, I noticed creation as a narrative under development that needs imagination and spontaneity in order to produce singular experiences and pieces of knowledge. Also, these singularities, which were perceived through the crisscrossings of the imaginary and aesthetics, allowed me to look at research and teaching management under a new perspective, as a place where sensitive creations, autonomous experimenting of reection and re-signing of experimental processes and learning crisscrossed. Finally, within this perspective, the importance of knowledge produced from the crisscrossings of the imaginary, expressed through an asser tive and groundbreaking autobiographical narrative, aesthetics and sensibility becomes explicit not only for Design but for teaching as well since they can generate, among other aspects, the singular perception of subjects and the discovery of new and authentic pieces of knowledge which can become ways of adventure to develop new or different teaching / learning approaches and researches concerning teaching management.