A centralidade dos fundamentos estéticos nas metodologias ativas de ensino-aprendizagem

Abstract

This article, in the form of an essay, reflects on the way in which active teaching-learning methodologies are dealt with in the literature. The main objective is to propose that, when addressing active methodologies, greater emphasis should be placed on the aesthetic foundations of education. To provide a theoretical basis for the arguments, different authors and their justifications in favor of adopting these methodologies are taken as a starting point. Merleau-Ponty and Maffesoli argue in favor of valuing the aesthetic dimension and sensory experiences, avoiding stereotyped views that reinforce a fragmented conception of the human being and education. The Maker Movement, with educational robotics, and the STEAM approach are part of the arguments in defense of the thesis. The conclusion is that, under the rationalism of modernity, traditional teaching methodologies have left the aesthetic dimension in the background. However, the sensory perception of phenomena experienced by students is of fundamental importance for learning and this is central to active methodologies. This justifies the need to broaden and strengthen the understanding and debate on the centrality of aesthetic foundations in active teaching-learning methodologies.