Aesthetic education and human development: expressions and (trans) formations mediated by art

• Grant number: 19/16143-1
• Support type: Scholarships in Brazil - Doctorate
• Effective date (Start): November 01, 2019
• Status: Discontinued
• Field of knowledge: Humanities - Psychology - Human Development Psychology
• Principal researcher: Ana Lúcia Horta Nogueira
• Grantee: Carolina Nascimento Dias
• Home Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Associated scholarship(s): 21/14081-9 - Éducation esthétique et développement humain: expressions et (trans) formations médiatisé par l'art, BE.EP.DR

Abstract

This research project has as objective understand in which way aesthetic workshops with teachers and students from Basic Education, coordinated by the psychologist/researcher, collaborates with the existence of an aesthetic education in the school. From Cultural-historical psychology, we understand aesthetic education as a possibility to develop and preserve the creative potentialities of the subject, being up to education to enable the existence of aesthetic feeling through the overcoming of immediate experiences to give up space to creative experiences. Art, as a dimension of aesthetic education, refers to possibilities and strength of resistance, having the potential to affect the subject. By being a mediator in the constitution of new ways of being, thinking and acting in reality, it can guides everyday life towards the nodes, the collectivity and enables more elaborate forms of relationships.Thus, we defend the thesis that aesthetic education in the school represents an ethical imperative capable of mobilizing and opening ways for people to connect with their histories, their potentialities and capacities to articulate themselves in groups, expressing and (re) signifying emotions that come to contribute to the development of the superior psychological functions of subjects. We believe this research will provide elements for us to reflect in which way school can rethink its practices by offering spaces in which the expression of emotions, dialogue and creativity are prioritized as a form of resistance to oppression and denaturalization of issues that were and are socially constructed, producing effects in the process of subjectivation of teachers and children/adolescents and contributing to their autonomy and collectivity. (AU)