Experiência estética e memórias de escola-"Porque é de infância...que o mundo tem precisão"!

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The essential aestheticism dimension in order to make the difference in the world and in special, in the educational processes is the basic idea stood up for this research. It is commented that an aestheticism experience is only possible at a school that considers children as social actors, story protagonists and people who produce cultures. In this perspective, the research investigates marks that remain in the memory of a group of ex-students when they recall their childhood times lived in a certain educative institution called Centro Educacional Monteiro Lobato that is located in Viçosa, Minas Gerais during the decades of 80/90 from the last century. Today, these ex-students are young people in at about twenty years old. The empirical base originated from operational proceedings processed by Internet proves as the students who passed for this school, that was focused in "educate with art", recovered their memories reconstructing a route made by experiences. The author based in her own memories regarding to going times, divides theoretical yardstick for the childhood as something new, as something not finished yet. The term "childhood" is more than a development phase and it is considered as the own invention process, as the experience lived in the creative act. For this, the memories of researched people came and also their life stories in the school making the cartography concerning to the routes where the creation processes emerged, where the diversity, the multiplicity of languages, the aestheticism experience has been present, in different times, places, activities, teaching events. The aestheticism dimension showed present itself in the memory of ex-students and also showed permeable itself concerning to their reminiscences, pointing out that feeling may be present in all the knowledge processes and not only in activities that are considered art. The multiplicity of languages that are experienced in an aestheticism form and are brought by the people of this research takes to the confirmation regarding to the importance to create a space at school concerning to the sense and meaning of being and acting in the world, giving potential to the infantia. Because of this when I am referring myself to the childhood, I do not think in the homogeneity and in the strenght regarding to the concept, but I think in the fluidy that is implicit in the same

ASSUNTO(S)

memorys childhood memórias experiência estética escola school infância aestheticism experience educacao educational processes processos educativos

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