O artigo procura lan\u00e7ar um olhar aos sentidos que a palavra \u201cest\u00e9tica\u201d adquire aliada \u00e0 forma\u00e7\u00e3o docente em pesquisas educacionais brasileiras. Para compor a paisagem filos\u00f3fica que d\u00e1 contorno a este texto, recorre-se especialmente a autores como Foucault e Nietzsche, al\u00e9m de Hermann, Frig\u00e9rio e Pereira, cujos escritos ampliam as perspectivas aliadas \u00e0 est\u00e9tica e \u00e0 forma\u00e7\u00e3o. Em um primeiro momento, s\u00e3o apresentadas an\u00e1lises iniciais sobre levantamento realizado em torno de pesquisas que associam forma\u00e7\u00e3o est\u00e9tica e doc\u00eancia, do banco de dados da Coordena\u00e7\u00e3o de Aperfei\u00e7oamento de Pessoal de N\u00edvel Superior (CAPES) de 2006 a 2010, a fim de apreender a emerg\u00eancia de discuss\u00f5es diante da indetermina\u00e7\u00e3o de que se trata de uma forma\u00e7\u00e3o aliada a uma dimens\u00e3o est\u00e9tica. Na \u00faltima parte do texto, procura-se dar um contorno mais n\u00edtido a experimenta\u00e7\u00f5es de forma\u00e7\u00e3o nesse \u00e2mbito, n\u00e3o apenas restrita aos docentes vinculados \u00e0s artes, reivindicando a urg\u00eancia de que o pensamento sobre forma\u00e7\u00e3o est\u00e9tica docente contemple as produ\u00e7\u00f5es art\u00edsticas contempor\u00e2neas.<\/div>\n

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Palavras-chave: forma\u00e7\u00e3o est\u00e9tica, doc\u00eancia, arte contempor\u00e2nea.<\/div>\n

LOPONTE, Luciana Gruppelli. Tudo isso que chamamos de forma\u00e7\u00e3o est\u00e9tica: resson\u00e2ncias para a doc\u00eancia. REVISTA BRASILEIRA DE EDUCA\u00c7\u00c3O, v. 22, p. 429-452, 2017. Dispon\u00edvel em: http:\/\/www.scielo.br\/pdf\/rbedu\/v22n69\/1413-2478-rbedu-22-69-0429.pdf<\/a><\/p>\n

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Everything we call aesthetic training: resonances for teaching<\/strong><\/div>\nThis article seeks to survey the meanings that the word \u201caesthetics\u201d acquires combined with the training of teachers in Brazilian educational researches. To compose the philosophical landscape which gives this text its outline, we resort to authors such as Foucault and Nietzsche, in addition to Hermann, Frig\u00e9rio, and Pereira, whose writings expand the perspectives allied to aesthetics and training.<\/div>\n
At first, we present analyses of the survey carried out around researches which combine aesthetic training and teaching, from the theses bank of Coordena\u00e7\u00e3o de Aperfei\u00e7oamento de Pessoal de N\u00edvel Superior (CAPES) from 2006 to 2010, in order to grasp the emergence of discussions and authors facing the indeterminacy that it is a kind of training combined with an aesthetic dimension. The last part of the text, we try and give a clearer outline to experiments on training in this context, not only restricted to teachers involved with the artistic field, claiming the urgency that the ideas about aesthetic training contemplates contemporary art productions.<\/div>\n
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KEYWORDS: aesthetic training; teaching; contemporary art.<\/div>\n<\/div>\n
Vers\u00e3o em ingl\u00eas do artigo dispon\u00edvel em: http:\/\/www.scielo.br\/pdf\/rbedu\/v22n69\/en_1413-2478-rbedu-22-69-0429.pdf <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"
O artigo procura lan\u00e7ar um olhar aos sentidos que a palavra \u201cest\u00e9tica\u201d adquire aliada \u00e0 forma\u00e7\u00e3o docente em pesquisas educacionais brasileiras. Para compor a paisagem filos\u00f3fica que d\u00e1 contorno a este texto, recorre-se especialmente a autores como Foucault e Nietzsche, al\u00e9m de Hermann, Frig\u00e9rio e Pereira, cujos escritos ampliam as perspectivas aliadas \u00e0 est\u00e9tica e […]<\/p>\n","protected":false},"author":1,"featured_media":1206,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[32],"tags":[36,118,37],"class_list":["post-1205","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-artigos","tag-arte-contemporanea","tag-docencia","tag-formacao-estetica"],"_links":{"self":[{"href":"https:\/\/www.ufrgs.br\/arteversa\/wp-json\/wp\/v2\/posts\/1205","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ufrgs.br\/arteversa\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.ufrgs.br\/arteversa\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/arteversa\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/arteversa\/wp-json\/wp\/v2\/comments?post=1205"}],"version-history":[{"count":1,"href":"https:\/\/www.ufrgs.br\/arteversa\/wp-json\/wp\/v2\/posts\/1205\/revisions"}],"predecessor-version":[{"id":1207,"href":"https:\/\/www.ufrgs.br\/arteversa\/wp-json\/wp\/v2\/posts\/1205\/revisions\/1207"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/arteversa\/wp-json\/wp\/v2\/media\/1206"}],"wp:attachment":[{"href":"https:\/\/www.ufrgs.br\/arteversa\/wp-json\/wp\/v2\/media?parent=1205"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.ufrgs.br\/arteversa\/wp-json\/wp\/v2\/categories?post=1205"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ufrgs.br\/arteversa\/wp-json\/wp\/v2\/tags?post=1205"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}