AESTHETIC EDUCATION AND TEACHING PRACTICE: DIALOGUES BETWEEN SCHOOL AND FRIEDRICH SCHILLER

Abstract

This research seeks to discuss possible aesthetic experiences in school that involve the creative act, from which traces of sensitive, formal, and playful impulses may emerge in the students' educational process. Our general objective is to analyze the students' positioning in relation to their creative act in the school context. We intend to identify, through student accounts, traces of these impulses from the perspective of Friedrich Schiller's aesthetic education. The specific objectives are: (a) to discuss aesthetic education in the school educational process; (b) to identify traces of sensitive, formal, and playful impulses in students' accounts of their creative act at school; and (c) to discuss the relationship between impulses (sensitive, formal, and playful) and teaching practice. The justification for our research lies in the need to reflect on the school educational process, which, influenced by teaching practice, often permeates the student's creative act. We understand that, in school, creative acts occur imbued with pedagogical intentions and directions. For Schiller, the aesthetic state is the only one in which the human being is truly free. If this freedom is achieved through harmony between sensitive, formal, and playful impulses, we defend the importance of observing the possible aesthetic experiences lived within the student's creative process in the school context. The methodology adopted for this research is qualitative, using semi-structured interviews and bibliographic research. The main theoretical basis will be Schiller (1995), complemented by authors such as Freire (2021), Ana Mae Barbosa, among others. The research participants are two high school students from a state school in Santa Catarina. Our initial reflections on the data indicate that, in school, the teaching practice used in the educational process may be linked to the possible balance between impulses and, consequently, impact the student's formation and freedom.