Experiências estéticas no processo de apropriação da linguagem escrita: diálogos com professoras de uma instituição da rede pública municipal de Uberlândia/MG

Abstract

This research set out to investigate the views of first-year elementary school teachers in the municipal school system of Uberlândia/MG on the aesthetic, artistic and psychic dimensions that foster human development in the process of appropriating written language. In accordance with Historical-Cultural Psychology, the structure of this work took into account the writings of Vygotsky on art, aesthetic education and human development, the contribution of the Philosophy of Language from the perspective of Voloshinov and Bakhtin's writings on verbal aesthetics, and also elaborations on general aesthetics in the field of philosophy from Vázquez. The specific objectives were to: 1) identify and analyze whether the teachers who took part in the research use artistic languages and aesthetic objects in their pedagogical work; 2) understand and explain how the teachers view aesthetic experiences in the process of appropriating written language, especially when working with children's literature. The qualitative methodology included a bibliographic survey of research that discussed the key concepts previously outlined in the theoretical framework. The first was a semi-structured reflective interview, and the second was the selection and analysis of records that corroborate the identification of work with literary books and written language. The analysis and interpretation of the data were organized through the construction of “Nuclei of Meaning” according to Aguiar and Ozella (2006). The aim was to contribute to the production of knowledge in the field of appropriation of written language and its artistic and aesthetic dimensions. It was possible to highlight that artistic and aesthetic choices reveal worldviews and pedagogical conceptions, which are sometimes based on sterile educational policies, and reduce knowledge and human culture to technical apprehension, discarding its possibility of humanization in development.