The experience of aesthetic, expressive and intersubjective aspects in teaching

Abstract

Objective: To understand how these aspects are experienced by teachers in order to help reflect on and discuss teacher training.

Originality/value: The study showed that the specific nature of the teaching profession requires knowledge to guide its action and, in this way, it is necessary to understand that educating is not just transmitting content for reproduction, but to consider that human formation requires the experience of aesthetic, expressive and intersubjective aspects in pedagogical action.

Method: We used the affective hermeneutics of Andrés Ortiz-Osés, a Latin hermeneut who uses the categories of interpretation, language, meaning, symbolism and affectivity to characterize this approach. These categories were considered when listening to four university professors - named A, B, C and D.

Results: According to the narratives of the teachers interviewed, we realized that there are difficulties in experiencing aesthetic, expressive and intersubjective aspects. These impasses occur as a result of a variety of factors, including the teachers' lack of pedagogical training, a mistaken understanding of the fragmentation of teaching, the course and, consequently, the curriculum, as well as the format of the course structure in terms of classrooms with large numbers of students, class times and content-based teaching.

Conclusion: It was found that the impasses surrounding the difficulties are expressed in the contradiction in (re)signifying the view of the profession itself, because teachers see themselves as subjects endowed with reason, culminating in the extreme of this understanding, that is, in rationalisms and negationist fragmentations of humanity in relationships.