Vida e Arte: acordes narrativos da composição cultural de professores de História

Abstract

The study is based on the assumption that art, in its various languages, affects our human construction, and that it thus contributes, in a multidimensional way, to our teaching/cultural formation. It defends the aesthetic experience as a way of expanding the History teacher’s cultural universe, considering its role as a cultural agent in the spaces of formal education. As an agent of knowledge and culture, the History teacher could teach its students beyond the cognitive contents in the most diverse educational spaces. Based on this assumption and on my own experiences in the field of art and teaching, the main objective of this research was to comprehend how the experiences/affections of beauty integrate the composition of the personal and professional identity of History teachers from the Microregion of Picos - PI. The studies of Benjamim (2012), Duarte Jr. (1998), Espinosa (2009), Snyder (2012), Larrosa (2002), Nogueira (2008 History teachers (graduated in History or Pedagogy) working in Picos/Piauí, in the years of 2018 and 2019. The narratives highlighted the pedagogical force of the narrative research as a space for self-knowledge, reflection and teacher training, reinforcing the dimension of experience as an integral and relevant part o), Portelli (1996); Clandinin e Connely (2015) Nóvoa (1992), Sacristan (1999), Tardif (2008), among others, were the theoretical background that base this qualitative research as a Narrative Research. The narratives were collected-constructed from f the teaching knowledge. The teachers’ narrative recognized the knowledge in art as mediator for human encounters, collaborating positively with the acting power and showing the importance of stimulating aesthetic experiences in the formation of teachers. Towards this, the spaces of formal education should assume the social, ethical and aesthetic commitment to go beyond the simple transmission of cognitive/systematized knowledge. These places should assume their roles in the development of sensitivities and senses, enabling activities of art appreciation. This is not a simple task, but a challenge for those who work in the field of teacher education. The narratives showed that artistic experiences contribute greatly to the formation of creative, critical and sensitive subjects. These are capable of generating an active and propositive cycle in the spaces of human formation. Finally, the studies undertaken recognized in the languages of art, as well as in narrative research, a device for strengthening the formation of teachers involved with the process of teaching and learning History.