A formação estética da professora: uma experiência com danças circulares no município de Três Lagoas/MS

Abstract

This text aims to investigate the aesthetic training of female elementary school teachers based on an experience with circular dances carried out in the city of Três Lagoas/MS2. Through a bibliographic study and participatory research, the aim was to investigate the relevance of the aesthetic experience for the training of female teachers, which in Brazil has been historically marked by political, economic, sociocultural and gender issues that end up compromising their concrete working conditions. Based on the perspective of omnilaterality, the research is based on the principle that education, in order to be humanizing, needs to consider the individual in all its dimensions: cognitive, physical, affective-emotional. To this end, it began with a discussion on the educational context in the country since the 1990s, with the rise of neoliberalism, with the aim of revealing the impacts of this process on the work of female teachers; Next, the importance of art as a counterpoint to fetishistic sociability and the need to value aesthetic training in undergraduate courses were discussed. Finally, the reports of the teachers who participated in the meetings on aesthetic training with circle dance were presented, in dialogue with the theoretical framework used. The research is justified by considering the specificity of the work of women teachers and defending aesthetic experiences as a possibility for their humanization, problematizing the concept of continuing education as training in skills and tasks to be performed in the classroom. As for the main theoretical frameworks listed for the investigation, we can mention: Duarte (2001; 2009), who discusses art as resistance to alienation; Pereira (2012), who addresses issues on aesthetic experience; and Ostetto (2009; 2010; 2014), for her extensive trajectory of studies, production and practices with circle dances aimed at teacher training. The results point to accumulated losses in the working conditions of female teachers today, as well as to the defense of aesthetic training as a form of resistance and affirmation of a counter-hegemonic project of education and teacher training. Finally, it presents the experience with circle dances as a possibility to enrich the training of teachers in training and in service, under principles that confront the mere search for productivity, competition and individualism.