Concepções de estética na formação de professores em artes visuais, dança, música e teatro

Abstract

This presentation aims to summarize the researching process which focused on the aesthetics conceptions related to arts teachers’ academic formation in the Brazilian context. The objectives listed for investigation were: to analyze the main theoretical and epistemological foundations of the Pedagogical Course Projects of Undergraduate Degrees in visual arts, dance, music and dramatic arts, nationwide; to identify the aesthetic theories in which the Brazilian arts teachers academic formation is based on by studying the theoretical works of its main authors (using primary and secondary sources available); to analyze the public policies for Brazilian education, as they appear in the National Curriculum Guidelines, seeking to unveil the aesthetic conceptions present in these documents, and its consequences regarding society’s aesthetic formation; and, to show how the arts Pedagogical Course Projects of Undergraduate Degrees relate to official government documents and interpret them in relation to teachers aesthetic formation, in order to highlight its main theoretical and epistemological foundations. Regarding its methodology the research was configured as qualitative and bibliographic-documental. The research’s sources used consisted of three types: books and articles by traditional philosophy and aesthetics authors, such as Kant, Hegel, Marx e Lukács; government documents (NCG’s elaborated between 1998 and 2015); and the Pedagogical Course Projects of Undergraduate Degrees which were cited above (elaborated between 2000 and 2020). The data obtained were analyzed according to the criteria and categories of historical and dialectical materialism. The presentation was divided in three chapters, the first contains, the theoretical-epistemological foundation, with emphasis on the concepts of aesthetic reflex, singular-particular-universal, art, beauty, sensitivity, totality and historicity. The second chapter deals with government documents, consisting of a critical reading with the main focus on the interpretation of the Aesthetics of Sensitivity, of an idealistic character, advocated by the aforementioned documents. In the third chapter, which brings the analysis of PCPs, a wide variety of conceptions about art and aesthetics was observed. However, in these projects, the central concept that artistic objects are concrete, material and historical stands out. This is the main characteristic regarding the art’s works that anchors the pedagogical course projects, whose ultimate object is the teaching of the arts, in social materiality.