Looking forward a esthetical education: focus on professor s universitarian formation. / Por uma educação estética: um enfoque na formação universitária de professores.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

One is a professor when he is formed a professor. Considering docent formation as a continuation that one takes indefinitely and in an unfinished way, and not only by acquiring titles or courses of teaching, the question that should be asked refers to the possibility of a esthetic education in the university, aiming the education of the sensitive. In order to accomplish that, one should seek docent formation through Art sustained by the thought that, while an unautomating toel of perception, Art invites the pupil to reorganize the world, experimenting new versions of himself. Providing esthetical experiments through Art in graduate courses, could be a expedient to rise the sensitive in future docents - people that will work with teaching art, struggling directly with pupil human formation. Thus, the intention of the research is to formulate a esthetical education purpose for the gradua te formation of professors, comprehending that the esthetical experiment can promote subjective rearranges at the graduate pupil, instigating him to think about himself and, consequently, forming himself a subject [and owner of his own practice}, instead of forming himself as a consumer of pre-constituted-way-of-beings. In this way, this research sustains itself in a theoretical dialogue, in wich studious of the Esthetical Education area, interviewed by the researcher, talk about docent formation as a (permanent) process of discovering and rupture, completely superposed to the subjectivity of the docent under formation, delineating a particular lecturing, in which each subject is the maker of his own history.

ASSUNTO(S)

university docent formation art educacao arte esthetical education universidade educação estética formação docente

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