REFLECTIONS ON AESTHETICS AND THE SENSITIVE DIMENSION IN TEACHING WORK

Abstract

This article proposes reflections on aesthetic education, understanding aesthetics as a dimension of the sensitive that cannot be reduced to an individual or isolated feeling, but that is constituted historically and socially (Vázquez, 1992). Aesthetic experience is understood as a human experience mediated by social relations, and is therefore historically and culturally situated. From this perspective, the sensitive is always human and socially constituted, just as work and teacher training develop within collective and culturally produced practices. Aesthetic education is conceived in dialogue with the sensitive, not as technical or disciplinary education, but as a formative experience that expands perception, imagination and the way in which the subject relates to the world. The general objective of the article is to reflect on the interrelationships between the sensitive in teaching work and teacher training, assuming a social, collective and dialogical approach. As specific objectives, we propose: a) dialogue about the sensitive in its historical and social constitution, problematizing its implications for the educational field; b) reflect on teaching work as a social practice built on shared interactions, experiences and reflective processes; c) reflect, in a dialogical perspective, on teacher training as a continuous process, developed throughout the professional trajectory and strengthened in the work collective. This is a bibliographic study, organized under a theoretical-reflective approach, based on authors who investigate aesthetic education and teacher training. The analyzes indicate that teaching work cannot be reduced to a technical or individualized dimension, as it is permeated by relationships, experiences and perceptions constituted in the social, historical and cultural sphere.