A fluidez estética da aula e a sisudez da escola

Abstract

The present work suggests to think Education by phenomonologic/hermeneutic point of view while significant possibilities mediate for Esthetics experience. Understanding not as the form science but as a being’s fundamental disposition, this Esthetics take into account the comunicability that can be seen on speech, gesture, posture and common experiences’ singularity. The start point of this reflection is the french hermeneutist Paul Ricoeur (1913 – 2005) who defends the human understanding by the ontologic structures of a being that realize himself on the vivid world , at each moment, attributing meanings at his existence by the comprehension/ interpretation of his own actions. Supported in an own reading about philosophers as Husserl (1859 – 1938), Merleau Ponty (1908 – 1961) and Heidegger (1889 – 1976), the ricoeuring thought understands the man while state of being since always throw in a world that constitutes himself and in other hand, is constituted by himself in the ontological belongness relationship. A belongness being, always happening, contingent, that can question about his existence, that establishs with the world a significations’ net and structures his existence based on them. Thus, a something’s understanding is since always auto-comprehension. It’s understanding himself as a world bearer that the man, the state of being, recognizes himself while a being capable to multiple existences: historical, reigious, ethics, esthetics, artistics. The question in this reflection starts with the didacties practices observation and wants to see the Esthetics as a pedagogic dimension adjacent to all relations put in practice on the school ambient and all the systematic contents.