A aula no ensino superior sob o olhar sensível de uma experiência estética

Abstract

The central objective of this research is to investigate the classroom as an aesthetic experience. Thus, to guide this work, we formulate the following question: When considered an unrepeatable event, consisting of visible and invisible aspects, does the class constitute an aesthetic experience? With such questioning, the hypothesis arises: because the class is a powerful encounter, which exists as an unrepeatable event, in the process of singular creation, it can be considered art, in the measure that it is aesthetically constituted and passes through the subjectivities that are there constantly emerging. Thus, in order to answer the research question and give direction to achieve the general objective, we selected the following specific objectives: (i) describe the possible transformations of the subjects that affect and are affected during the class creation process in which the aesthetics of the educational act, rescued from teachers` memories of the research participants; (ii) identify the meanings of visible and invisible aspects present in the class, from which the teaching practice develops; (iii) demonstrate how the process of building meaning of the class characterizes educational practice as a dialogic, discursive and hermeneutic experience, in the dimension of provisional territories of subjects, affected by forces of change, which are presented in the incompleteness of a new learning, whose opening is always for a future moment. These specific objectives allowed the research to be based on four thematic axes: (i) the class as an aesthetic experience; (ii) the class as a process of dialogical relations; (iii) the class in the space-time relationship; (iv) the class: professorship and territoriality. With this theoretical framework established, it was possible to trace the theoretical and methodological route to investigate reports of experiences in the classroom, collected in semi-structured semi-structured interviews of ten teachers who have been working for more than ten years in undergraduate courses. Therefore, the discursive materiality was produced from the transcriptions of the teachers' speeches and constitute the corpus of this research: ten interview reports and eight letters. The theoretical contribution is therefore focused on the concepts of "class" and "classroom" by Larrosa (2002, 2019) and Zabalza (2004), "aesthetic experience", Dufrenne (1972, 1982), Merleu-Ponty (1991, 1999, 2002, 2004) and Duarte Júnior (2000), among others. In addition, the concepts of "territory", "subjectivity", "emergence of possibilities" are presented in the class cartography, proposed by Guattari (1992), Deleuze (1990, 1992), Deleuze-Guattari (1992, 2011a, 2011b, 2012a, 2012b). Finally, other concepts from the Bakhtinian thought proved to be relevant for the theoretical framework and for enunciative-discursive analysis: "unrepeatable event", "dialogical relations", "author-creator". The result of this study proves that the class, with its visible and invisible components, is configured as an aesthetic experience, considering that it is by the teaching sensitivity that the subjectivities involved, in the context of learning, are affected and leave their marks at the time of creation. Therefore, by understanding the class as an aesthetic experience, in a unique event, pregnant with sensitivity and art, it is hoped that this research will contribute to promote not only an important teacher reflexion on the process of creating the class, but, in particular, a change of vision at the marks of professorship in constant emergence.