THE TEACHER AS CURATOR OF SENSITIVE EXPERIENCES IN HOLISTIC EDUCATION

Abstract

This article analyzes the teacher’s role as a curator of sensitive and creative experiences in students’ holistic education, understanding teaching as an ethical, aesthetic, and relational practice. It starts from a critical discussion of the technical-instrumental rationality that often reduces teaching work to content transmission, curricular standardization, and the measurement of results. The study adopts a qualitative and theoretical-reflective approach, based on a critical bibliographic review and grounded in authors from critical pedagogy, philosophy of education, and art education. It argues that a pedagogy of sensitivity broadens the understanding of learning by integrating reason, emotion, body, imagination, listening, and experience. The findings indicate that the teacher-curator acts as a mediator of meanings, organizing pedagogical environments capable of fostering authorship, belonging, and humanization. The article concludes that aesthetics, when understood as a pedagogical language, strengthens more critical, inclusive, and creative educational practices.