Conhecer, agir e sentir: a prática docente a partir da experiência estética

Detalhes bibliográficos
Autor(a) principal: Santos, Maurício Inácio dos
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFLA
Texto Completo: http://repositorio.ufla.br/jspui/handle/1/30142
Resumo: This dissertation consisted of the analysis of the aesthetic experience in the teaching practice based on the contributions of the Critical Theory of the Society, specially of Theodor Adorno and Walter Benjamin. We sought to discuss the sense of experience and aesthetic experience as a possibility to reinvigorate the teaching work and recover its enchantment in the various teaching and learning situations in addition to the challenges that permeate the school routine. The problem that guided this research was to understand how aesthetic experience can support and nourish teaching practice in basic education in order to strengthen teaching work. The proposed objective for the theoretical discussion was the understanding of the aesthetic experience as an experience capable of enabling the entanglement between feeling, thinking and acting in the teaching practice, strengthening the pedagogical work of the teacher, based on the critical analysis of education in the context of the administered society and of its mechanisms that support domination, through the instrumental reason that imposes to all sectors of society and education, by extension to the teaching practice, a training centered on technical rationality and at the service of capital, to the detriment of an aesthetic experience capable of human formation in every way. It is a bibliographical and empirical research that had the technique of a questionnaire applied to teachers of basic education based on their diverse experiences, especially linked to teaching pedagogical practices. It was tried to observe and demonstrate that the school and the education have suffered a strong influence of the ideas and changes that marked the fields of culture, politics and economy throughout the time and that the instrumental reason, the cultural industry and the semicultura finished producing the reification and subjection of the individual. The uncritical consciousness, the submissive spirit, brutalized and fragile in its sensibility, has given rise to a damaged human bei ng and education, which in everyday school life is perceived in educational experiences reinforcing submission, acricity, lack of creativity and autonomy of the is often marked by the sadness, discouragement, dumbness of teachers, illusion and incarceration of educational practices that end up reproducing in the classroom the discourses of an education based on reason alone, aimed at the market of work, despising affection, sensitivity, emotion. It was observed a weakening of the sense of experience and aesthetic experience in the teaching practice from the moment that there is an impoverishment or negation of the question of the sensitivity in these practices, with emphasis more on the technical formation and the control of the discipline and not on a formation of the human being. Thus, it is defended the recovery of aesthetic experience in education as a way to strengthen the teaching work, from this practice as art and the teacher as a great craftsman of human formation. The teaching practice as art and the recovery of the sense of aesthetic experience, confers on the act of teaching and learning aesthetics that can strengthen the work of the teacher, although there are adversities, at the same time materializes the true and greater sense of education, the formation (Bildung) in every way.
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spelling Conhecer, agir e sentir: a prática docente a partir da experiência estéticaKnow, act and feel: the teaching practice from the aesthetic experienceFormação de professoresPrática docenteRazão instrumentalExperiência estéticaTeacher trainingTeaching practiceInstrumental reasonAesthetic experienceEducaçãoThis dissertation consisted of the analysis of the aesthetic experience in the teaching practice based on the contributions of the Critical Theory of the Society, specially of Theodor Adorno and Walter Benjamin. We sought to discuss the sense of experience and aesthetic experience as a possibility to reinvigorate the teaching work and recover its enchantment in the various teaching and learning situations in addition to the challenges that permeate the school routine. The problem that guided this research was to understand how aesthetic experience can support and nourish teaching practice in basic education in order to strengthen teaching work. The proposed objective for the theoretical discussion was the understanding of the aesthetic experience as an experience capable of enabling the entanglement between feeling, thinking and acting in the teaching practice, strengthening the pedagogical work of the teacher, based on the critical analysis of education in the context of the administered society and of its mechanisms that support domination, through the instrumental reason that imposes to all sectors of society and education, by extension to the teaching practice, a training centered on technical rationality and at the service of capital, to the detriment of an aesthetic experience capable of human formation in every way. It is a bibliographical and empirical research that had the technique of a questionnaire applied to teachers of basic education based on their diverse experiences, especially linked to teaching pedagogical practices. It was tried to observe and demonstrate that the school and the education have suffered a strong influence of the ideas and changes that marked the fields of culture, politics and economy throughout the time and that the instrumental reason, the cultural industry and the semicultura finished producing the reification and subjection of the individual. The uncritical consciousness, the submissive spirit, brutalized and fragile in its sensibility, has given rise to a damaged human bei ng and education, which in everyday school life is perceived in educational experiences reinforcing submission, acricity, lack of creativity and autonomy of the is often marked by the sadness, discouragement, dumbness of teachers, illusion and incarceration of educational practices that end up reproducing in the classroom the discourses of an education based on reason alone, aimed at the market of work, despising affection, sensitivity, emotion. It was observed a weakening of the sense of experience and aesthetic experience in the teaching practice from the moment that there is an impoverishment or negation of the question of the sensitivity in these practices, with emphasis more on the technical formation and the control of the discipline and not on a formation of the human being. Thus, it is defended the recovery of aesthetic experience in education as a way to strengthen the teaching work, from this practice as art and the teacher as a great craftsman of human formation. The teaching practice as art and the recovery of the sense of aesthetic experience, confers on the act of teaching and learning aesthetics that can strengthen the work of the teacher, although there are adversities, at the same time materializes the true and greater sense of education, the formation (Bildung) in every way.Esta dissertação consistiu na análise da experiência estética na prática docente com base nas contribuições da Teoria Crítica da Sociedade, de modo especial de Theodor Adorno e Walter Benjamin. Procurou-se discutir o sentido de experiência e experiência estética como possiblidade de revigorar o trabalho docente e recuperar seu encanta mento nas diversas situações de ensino e aprendizagem para além dos desafios que permeiam o cotidiano escolar. O problema que orientou esta pesquisa foi compreender como a experiência estética pode fundamentar e alimentar a prática docente na educação básica de modo a fortalecer o trabalho docente. O objetivo proposto para a discussão teórica foi a compreensão da experiência estética como experiência capaz de possibilitar o enredamento entre conhecer, agir e sentir na prática docente, fortalecendo o trabalho pedagógico do professor, a partir da análise crítica da educação no contexto da sociedade administrada e de seus mecanismos sustentadores da dominação, por meio da razão instrumental que impõe a todos os setores da sociedade e da educação, por extensão à prática docente, uma formação centrada na racionalidade técnica e a serviço do capital, em detrimento de uma experiência estética capaz de permitir uma formação humana em todos os sentidos. Trata-se de uma pesquisa bibliográfica e empírica que contou com a técnica de um questionário aplicado a professores da educação básica a partir de suas diversas experiências, sobretudo vinculadas às práticas pedagógicas docentes. Procurou-se observar e demonstrar que a escola e a educação têm sofrido uma forte influência das ideias e mudanças que marcaram ao longo dos tempos os campos da cultura, política e economia e que a razão instrumental, a indústria cultural e a semicultura acabaram por produzir a reificação e sujeição do indivíduo. A consciência acrítica, o espírito submisso, embrutecido e fragilizado em sua sensibilidade, fez emergir um ser humano e uma educação danificad os, que no cotidiano escolar percebe-se nas vivências educativas reforçadoras da submissão, da acriticidade, da falta de criatividade e de autonomia do pensamento, do reprodutivismo, e muitas vezes é marcado pela tristeza, desencorajamento, emudecimento dos docentes, ilusão e encarceramento das práticas educativas que acabam reproduzindo, na sala de aula, os discursos de uma educação c om base somente na razão, voltado para o mercado de trabalho, desprezando o afeto, a sensibilidade, a emoção. Constatou-se um enfraquecimento do sentido de experiência e da experiência estética na prática docente a partir do momento que há um empobrecimento ou negação da questão da sensibilidade nestas práticas, com ênfase mais à formação técnica e ao controle da disciplina e não em uma formação do ser humano. Assim, defende-se a recuperação da experiência estética na educação como forma de fortalecer o trabalho docente, a partir desta prática como arte e do docente como grande artesão da formação humana. A prática docente como arte e a recuperação do sentido de experiência estética, confere ao ato de ensinar e aprender uma est eticidade que pode fortalecer o trabalho do professor, ainda que haja adversidades, ao mesmo tempo materializa o verdadeiro e sentido maior da educação, a formação (Bildung) humana em todos os sentidos.Universidade Federal de LavrasPrograma de Pós-Graduação do Mestrado Profissional em EducaçãoUFLAbrasilDepartamento de EducaçãoBetlinski, CarlosBetlinski, CarlosRodrigues, Luciana AzevedoGomes, Luiz RobertoSantos, Maurício Inácio dos2018-08-23T11:55:50Z2018-08-23T11:55:50Z2018-08-222018-07-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfSANTOS, M. I. dos. Conhecer, agir e sentir: a prática docente a partir da experiência estética. 2018. 148 p. Dissertação (Mestrado Profissional em Educação)-Universidade Federal de Lavras, Lavras, 2018.http://repositorio.ufla.br/jspui/handle/1/30142porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFLAinstname:Universidade Federal de Lavras (UFLA)instacron:UFLA2023-05-08T12:10:04Zoai:localhost:1/30142Repositório InstitucionalPUBhttp://repositorio.ufla.br/oai/requestnivaldo@ufla.br || repositorio.biblioteca@ufla.bropendoar:2023-05-08T12:10:04Repositório Institucional da UFLA - Universidade Federal de Lavras (UFLA)false
dc.title.none.fl_str_mv Conhecer, agir e sentir: a prática docente a partir da experiência estética
Know, act and feel: the teaching practice from the aesthetic experience
title Conhecer, agir e sentir: a prática docente a partir da experiência estética
spellingShingle Conhecer, agir e sentir: a prática docente a partir da experiência estética
Santos, Maurício Inácio dos
Formação de professores
Prática docente
Razão instrumental
Experiência estética
Teacher training
Teaching practice
Instrumental reason
Aesthetic experience
Educação
title_short Conhecer, agir e sentir: a prática docente a partir da experiência estética
title_full Conhecer, agir e sentir: a prática docente a partir da experiência estética
title_fullStr Conhecer, agir e sentir: a prática docente a partir da experiência estética
title_full_unstemmed Conhecer, agir e sentir: a prática docente a partir da experiência estética
title_sort Conhecer, agir e sentir: a prática docente a partir da experiência estética
author Santos, Maurício Inácio dos
author_facet Santos, Maurício Inácio dos
author_role author
dc.contributor.none.fl_str_mv Betlinski, Carlos
Betlinski, Carlos
Rodrigues, Luciana Azevedo
Gomes, Luiz Roberto
dc.contributor.author.fl_str_mv Santos, Maurício Inácio dos
dc.subject.por.fl_str_mv Formação de professores
Prática docente
Razão instrumental
Experiência estética
Teacher training
Teaching practice
Instrumental reason
Aesthetic experience
Educação
topic Formação de professores
Prática docente
Razão instrumental
Experiência estética
Teacher training
Teaching practice
Instrumental reason
Aesthetic experience
Educação
description This dissertation consisted of the analysis of the aesthetic experience in the teaching practice based on the contributions of the Critical Theory of the Society, specially of Theodor Adorno and Walter Benjamin. We sought to discuss the sense of experience and aesthetic experience as a possibility to reinvigorate the teaching work and recover its enchantment in the various teaching and learning situations in addition to the challenges that permeate the school routine. The problem that guided this research was to understand how aesthetic experience can support and nourish teaching practice in basic education in order to strengthen teaching work. The proposed objective for the theoretical discussion was the understanding of the aesthetic experience as an experience capable of enabling the entanglement between feeling, thinking and acting in the teaching practice, strengthening the pedagogical work of the teacher, based on the critical analysis of education in the context of the administered society and of its mechanisms that support domination, through the instrumental reason that imposes to all sectors of society and education, by extension to the teaching practice, a training centered on technical rationality and at the service of capital, to the detriment of an aesthetic experience capable of human formation in every way. It is a bibliographical and empirical research that had the technique of a questionnaire applied to teachers of basic education based on their diverse experiences, especially linked to teaching pedagogical practices. It was tried to observe and demonstrate that the school and the education have suffered a strong influence of the ideas and changes that marked the fields of culture, politics and economy throughout the time and that the instrumental reason, the cultural industry and the semicultura finished producing the reification and subjection of the individual. The uncritical consciousness, the submissive spirit, brutalized and fragile in its sensibility, has given rise to a damaged human bei ng and education, which in everyday school life is perceived in educational experiences reinforcing submission, acricity, lack of creativity and autonomy of the is often marked by the sadness, discouragement, dumbness of teachers, illusion and incarceration of educational practices that end up reproducing in the classroom the discourses of an education based on reason alone, aimed at the market of work, despising affection, sensitivity, emotion. It was observed a weakening of the sense of experience and aesthetic experience in the teaching practice from the moment that there is an impoverishment or negation of the question of the sensitivity in these practices, with emphasis more on the technical formation and the control of the discipline and not on a formation of the human being. Thus, it is defended the recovery of aesthetic experience in education as a way to strengthen the teaching work, from this practice as art and the teacher as a great craftsman of human formation. The teaching practice as art and the recovery of the sense of aesthetic experience, confers on the act of teaching and learning aesthetics that can strengthen the work of the teacher, although there are adversities, at the same time materializes the true and greater sense of education, the formation (Bildung) in every way.
publishDate 2018
dc.date.none.fl_str_mv 2018-08-23T11:55:50Z
2018-08-23T11:55:50Z
2018-08-22
2018-07-12
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv SANTOS, M. I. dos. Conhecer, agir e sentir: a prática docente a partir da experiência estética. 2018. 148 p. Dissertação (Mestrado Profissional em Educação)-Universidade Federal de Lavras, Lavras, 2018.
http://repositorio.ufla.br/jspui/handle/1/30142
identifier_str_mv SANTOS, M. I. dos. Conhecer, agir e sentir: a prática docente a partir da experiência estética. 2018. 148 p. Dissertação (Mestrado Profissional em Educação)-Universidade Federal de Lavras, Lavras, 2018.
url http://repositorio.ufla.br/jspui/handle/1/30142
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language por
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eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Lavras
Programa de Pós-Graduação do Mestrado Profissional em Educação
UFLA
brasil
Departamento de Educação
publisher.none.fl_str_mv Universidade Federal de Lavras
Programa de Pós-Graduação do Mestrado Profissional em Educação
UFLA
brasil
Departamento de Educação
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instname:Universidade Federal de Lavras (UFLA)
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instname_str Universidade Federal de Lavras (UFLA)
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reponame_str Repositório Institucional da UFLA
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