A estética nas competências docentes para a educação superior: formação docente em uma perspectiva dialética e emancipatória

• Ano de defesa: 2024
• Autor(a) principal: Silva, Gidalti Guedes da
• Orientador(a): Araújo, Gilvan Charles Cerqueira de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Formação docente; Estética; Educação superior; Teoria crítica da educação; Competências docentes
• Palavras-chave em Inglês: Teacher training; Aesthetics; Higher education; Critical theory of education; Teaching skills
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3631

The present research aims to understand the relevance of aesthetics for the development of teaching skills for Higher Education, with a view to emancipatory teaching training for subjects, given the historical-cultural conditions of contemporary society. The research took a qualitative approach (Garnica, 1997; Flick, 2009), with the development of a theoretical-reflective path of concepts, through bibliographic and documentary studies (Severino, 2013; Flick, 2009). The perspective for interpreting and analyzing the object is Theodor Adorno's Negative Dialectic, as recommended by the author himself (Adorno, 2009; 2022) and Pucci (2021). The research results are present throughout the text, following a dialectical argumentative structure. First, the epistemological foundation of the research is presented, with emphasis on the subject object dialectical tension, the double meaning of the concept, experience (erfahrung) and Adornian constellation hermeneutics. On this foundation, two conceptual columns that structure the object are analyzed. At a conceptual pole, lies the dialectical sociological understanding of the formative processes of subjects in contemporary society, characterized by cultural semi-formation (halbbildung), which highlights the need for subjects' emancipation, provided by aesthetic experience, as a constituent element of formal educational projects. At the other pole is the second conceptual structuring column of the object, which are the pedagogical trends established in Brazilian Higher Education in recent history. In recent decades, Pedagogy by Competence has historically become a predominant pedagogical trend, which led research to establish the concept of teaching competencies as a delimiting element of analyses, focusing on the training of university teachers. The dialectical path of the research concludes with the exercise of friction between the concept of aesthetics (aesthetic dimension and aesthetic experience) and the concept of teaching skills. Aesthetics in teaching skills for Higher Education was understood from three dimensions: epistemological, pedagogical and ontological. In the epistemological dimension, the epistemological character of the experience was highlighted as enhancing the teacher's reflective praxis. In the pedagogical dimension, two aspects stand out in the analyses: first, the need to return the experience of beauty in the learning process and, second, the need for the aesthetic dimension in mediating the learning of socio-emotional skills. And, in the ontological dimension, after a more in depth analysis of the structuring forces of the formation of being a teacher in contemporary society, we sought to understand the aesthetic-dialectic element constituting the subjects, which underlies the proposal of an antithetical identity of Being a Teacher, which It can also be defined as the principle of critical adaptability. Finally, considering the results obtained in the research, pedagogical guidelines are proposed for the integration of aesthetics in training activities aimed at teachers working in Higher Education.