Formação estética e docência na Educação Infantil: uma análise da produção do círculo de estudo e pesquisa FIAR

Abstract

Currently, we are witnessing considerable progress in legislation regarding Early Childhood Education, which affirms the concept of children as producers of culture, who appropriate the world and express themselves through multiple languages. This concept has its counterpart in teaching practice and, consequently, in education, whose artistic-cultural aspects, admittedly related to the aesthetic dimension, are decisive elements. But what does it mean to recognize the aesthetic dimension of education? This question underlies the production of this article, which aims to analyze the production of the Study and Research Circle Teacher Training, Childhood and Art, which has been addressing aesthetic training for teaching in Early Childhood Education since 2016. The narrative-interpretative approach adopted for systematizing the data draws on a survey of theses and dissertations produced by the FIAR collective between 2017 and 2023. Among the 17 papers (12 dissertations and 5 theses), "aesthetic education" or "aesthetic training" appear as keywords in 11 of them. The productions also revealed that the aesthetic dimension is also visible in the form-content relationship, whether in the discussion surrounding teacher training for early childhood education, in the methodological approach to producing and creating research, or in its presentation. A poetic movement was also noted that traverses multiple languages, alluding to an authorial movement that exposes counter-hegemonic roots: aesthetics as care and refinement of the senses, in dialogue with art, culture, and nature, projecting other ways of thinking about and conducting teacher training for children.