Arte e sustentabilidade sob uma perspectiva da educação dos sentidos

Abstract

This study, ‘Art and Sustainability from the perspective of the Education of the Senses’, integrates the research line Educational Processes and Language, Of the Graduate Program in Education of Universidade de Passo Fundo (PPGEdu-UPF). It consists of a qualitative research, whose objective is to understand the meanings attributed by a group of students a 6th grade group of elementary school, made up of twenty students who participated of aesthetic education workshops proposed. The theoretical assumptions underlying the research are based on the symbiosynergetic and the inventive paradigm of Bertrand and Valois (1994), Gilbert Durand's theory of the imaginary (1988, 1998) and the phenomenological approach advocated by Michel Maffesoli (1995, 1998, 1999). Among the aspects dealt with in theoretical subsidies, the following stand out: the crisis of the senses and the current environmental crisis; public policies and social movements in the face of the environmental crisis and aesthetic education aimed at the integral formation of the human being. The fieldwork consisted of nine interventions carried out in a private school, of medium size, in a city in the north region of Rio Grande do Sul (Brazil), with a 6th grade group of elementary school, made up of twenty students. Five participants, three girls and two boys, of both sexes, aged between 11 and 12 years old, took part in the sample. The definition of the sample was based on the number of students who presented the ‘term of free and informed consent’ within a specified period. The workshops were organized based on the studies of Herbert Read (2001), Humberto Maturana (1999), João Francisco Duarte Júnior (1995, 1996, 2001), Maurice Merleau-Ponty (1999), whose purpose was to develop activities employing art and the five senses, aiming to promote aesthetic and sensitive learning. The activities developed in these meetings aimed to raise awareness about socio-environmental issues, especially those related to recycling solid and organic waste. The instruments used to data collection were the iconographic interview, answered through a visual text, called ‘iconographic text’ and interpr eted from the Transtextual Images Reading (LTI), proposed by Graciela Ormezzano (2007, 2009). It was also used fieldnotes recorded in a diary by the researcher. At the end of the work, it is described how the aesthetic education workshops were organized, as well as the procedures for interpreting and understanding the data resulting from the interventions. In the final considerations, the meanings attributed by the participants to the proposed workshops are presented, reaffirming the educational potential t hat sensitive approaches offer when inserted in teaching-learning situations. The study's indicators revealed that not all experiments caused satisfactory impressions among participants. However, these findings have become less relevant due to the demonstr ations of interest and approval, motivation and student involvement with the activities offered. Achieving the purposes of the workshops, enabling students to recognize the value of their actions in the recycling processes, the need for humanization in relationships with recyclable waste pickers, the urgency of changing attitudes and the value of collective and participatory actions.