A experiência estética, a atitude estética reflexiva e a formação de professores em Artes Visuais

Abstract

This research was inserted in PPGE / UEPG-PR research and teaching line. Its object is the aesthetic experience and the reflexive aesthetic attitude in the formation of visual arts teachers. It presents the problem: how do you reveal an aesthetic experience and its transition to a reflexive aesthetic attitude in the training of visual arts teachers from the UEPG / PR visual arts licensing course? The main objective: to analyze the aesthetic experience and the aesthetic attitude, for an aesthetic education in the formation of teachers in the Degree in Visual Arts, as a possibility of formation of a critical rationality of art and aesthetics. Having as applicable objectives: retaking the history as theories of aesthetics and art from a negative dialectic perspective through a nonlinear investigation of these theories; understand the concepts and conceptions of experience, aesthetic experience and reflexive aesthetic attitude that do not interest a critical aesthetic for the development of cognitive thinking about the Visual Arts in teacher education; interpret a spontaneous aesthetic experience and a reflexive aesthetic attitude in the formation of Bachelor of Arts in Visual Arts teachers, and how this process of qualification for a teaching. The epistemological field of Aesthetic Theory presents: Jimenez (1999), Hauser (1988), Osborne (1978), Gombrich (1995) and Critical Theory: Adorno (1969, 1986, 1996, 2001, 2002, 2003, 2008, 2009, 2010, 2014) and Horkheimer (2010). This is the return to an Aesthetic Education in teacher training in the Visual Arts Degree Course of UEPG / PR. For such an investigation, a thesis is presented: a transition from spontaneous aesthetic experience to the reflexive aesthetic attitude in the formation of teachers in the Degree in Visual Arts. This qualitative research is based on the negative dialectic, with case study character, from the Critical Theory of the Frankfurt School, specific Adorno. At first, it is an intentional-historical review and a referral on the study of aesthetics linked to the formative process of the individual, focused on the perspective of both aesthetic experience and reflective aesthetics. For such reflection, look for theoretical support in authors that correspond to the object of study already presented: Augustine (1980 2002); Aquino (1996 2001); Aristotle (1964 2002); Baumgarten (1993); Hegel (2001, 1992, 1988); Kant (2010, 2001, 2000); Lukacs (1966, 2007, 1978, 1968); Marx and Engels (1984, 2007, 1980, 2004, 2010); Matos (1993); Nunes (2004); Pareyson (2001); Pascal (2006); Plato (2000 2017); Plotin (2000); Vazquez (2011 1986). In the data collection a semi-structured questionnaire was applied to the fourth year undergraduate students of the Visual Arts Degree, in order to understand and analyze the conception of aesthetics, spontaneous aesthetic experience and reflective aesthetic attitude of art for autonomy and construction. of a new interpretative-critical look at teacher education.Data analysis was supported by Bardin's (2009) content analysis method, based on four categories: aesthetics, aesthetic experience, reflective aesthetic attitude and aesthetics in teacher education. The results showed deficiency regarding the apprehension of the need for a more effective aesthetic formation during the process of teacher education in Visual Arts of UEPG / PR, related to spontaneous aesthetic experience and reflective aesthetic attitude, in order to generate more criticality and reflexivity about of the formative process itself.