Aesthetic education mediated by cultural heritage: experiences, meanings and affects in teacher education

Abstract

This work aims to understand how aesthetic education, based on significant experiences with elements of individual / collective cultural heritage in the city of Viçosa-Ceará, can mobilize meanings and affections in teacher education. It is a study of a qualitative and multi-referential nature, in which a bricoleur posture is adopted involving the element of making science and crafts. To do so, it brings as theoretical support studies by Freire (1998), Larrosa (2014), Varine (2012), among others. The reflection / investigation was carried out through research-training with teachers from the city of Viçosa-Ceará, a historic city. Practical-theoretical activities were used, involving personal and collective experiences, with material and immaterial collections of elements of the local culture to produce data. As findings, in relation to the learning possibilities for the area of ​​teacher training, the reports of the collaborators demonstrated the efficiency of the mediation carried out by the cultural heritage in provoking aesthetic experiences with individual and collective affective elements. As conclusive aspects, it can be said that mediation demonstrated that the exercises with heritage reinforced the participants' feeling of belonging, expanding the possibilities of attributing personal and collective meaning to the set of material and immaterial goods that make up the city. The exercises contributed to the transformation of meanings, improving the elaboration of a more sensitive look and listening, through which it is possible to perceive meanings and affections that intertwine teacher training, aesthetic education, the city and cultural heritage.