RELATIONAL AESTHETICS AS A DIDACTIC COMPONENT IN THE TRAINING OF ART TEACHERS

Abstract

This article addresses the issue of relational aesthetics as a didactic component in the training of art teachers. Its relevance lies in bringing to a broadly scientific discussion, a didactic issue that crosses contemporaneity as a way of providing knowledge to the processes of intellectual construction in the teaching praxis, specifically in the field of Art. Its social relevance lies in bringing the public closer to the mechanism of artistic expression, based on the aesthetic, expressive and imaginary aspect. It is a bibliographic research, based on classic authors on the subject, discussing how aesthetics can be combined with the training of teachers who work in the teaching and learning of Art. The training of an art teacher is based on the principles described in the educational base and guidelines, but there is something else that must be explored, which is to learn to weave complex relationships with intrinsic and extrinsic reality and at the same time propose reflections through direct and relational contacts with the target object of study,  because the conjectures in relation to the theme are empty, which are not able to explain the situations of conflict that cross human existence and that art manages to capture, keeping reality hidden under the veil of aesthetics, which enchants and disguises rudeness, sadness and anguish, allowing the observer to create affective bonds from the subjective experiences of the individual himself,  for reasons unknown to him.