IN DEFENSE OF AN AESTHETIC EDUCATION AS AN ETHICS OF TEACHING AND LEARNING IN SCHOOL SPACES

The purpose of this essay is to organize knowledge in defense of the adoption of aesthetic education as a form of formal education that permeates all school subjects, regardless of their object of study and work methodology. The concept of aesthetic education is defended in the light of Vigotski's (1896-1934) cultural-historical theory, understanding the aesthetic experience as another way of understanding and relating to the world, uniting scientific knowledge with knowing how to live. This is a review/revisit work of Vygotsky's main works that approximate the aesthetic experience of instructional pedagogical practice, namely Pedagogical Psychology, Psychology of Art and Imagination and Creation in Childhood. In the words of this author, pedagogy has appropriated aesthetics for purposes unrelated to art and this situation has compromised the real understanding of “aesthetic doing” within the school environment. Aesthetic education is understood as a set of educational experiences intentionally organized with the purpose of stimulating experiences crossed by the affective dimensions of perception, expression and artistic creation. In this sense, thinking about formal education from the perspective of this type of education is to provide opportunities for artistic creation and enjoyment in communion with academic activities and with learning objectives in all stages of formal education. An aesthetic education is defended that emphasizes all the possibilities of creation of the student, that values his entire repertoire of experience, his affective manifestations, providing reflections on “being” in the social, in the culture, in the world