Esthetic education in teacher training: contributions of research-training through literary experiences

Abstract

The present article is part of a more in-depth study and aims to analyze how research-training, through literary experiences in the Pedagogy course, can contribute to the development of aesthetic education. Thus, based on a research-training framework, sixteen meetings were held with twelve Pedagogy students from a university located in the Vale do Itajaí (SC). Data collection was carried out through audio recordings of the meetings and reflective portfolio entries. For data analysis, Ginzburg's indiciary paradigm was used. In this research, we will analyze the following evidentiary category highlighted in the study: literary experiences and aesthetic education—a new way to view literature and reflect on school and our training. The results indicated that: i) Through formative literary workshops, the students reflected on the school and their own training, highlighting the absence of aesthetic education and literary experiences in their initial formation; ii) When engaging in collective dialogue, it is possible to envision new horizons, take new flights, and pursue what we aspire for ourselves and our students. Finally, we conclude that through these experiences, the students underwent a transformative process that contributed to the development of a more sensitive, human, imaginative, creative, critical, reflective, and, consequently, aesthetic dimension in their own training.