HEIDEGGERIAN LITERARY EXPERIENCES AS A PATH TO AESTHETIC EDUCATION

Abstract

This work is the result of qualitative research, developed under the approach of Art-Based Educational Research (ABER) - A/r/tography, from a literary perspective, and aimed mainly at understanding how literary experiences can enhance aesthetic education in the school cultural scene. Its theoretical contribution consists of: Petit (2009; 2010; 2013; 2019), Gallian (2017), Candido (2011), Barthes (1999; 2012; 2013; 2015), Duarte Junior (2010), Heidegger (2015), Larrosa (2018), Neitzel, Pareja and Krames (2020), Schiller (2017), Dias (2013), Irwin (2013), Irwin and Springgay (2013). The main findings were that: the extent to which readers engage with literature depends on how much they reach out to it and allow themselves to be touched by it; the mediation of literary texts in aesthetic education requires mediators to have not only a nose for good works, but also a sensitive eye, a welcoming touch, attentive listening and thought-provoking speech, because this triggers the interplay between the sensitive and the intelligible that leads the reader to be moved and to ‘co-move’; and  undergoing literary experiences can enhance aesthetic education in the school cultural scene when the mediator dedicates time, conversation, and soul to the student's relationship with the text, thereby encouraging the student to do the same with the text;  undergoing a literary experience leads to aesthetic education by provoking the reader to ‘co-move’ in such a way that they can no longer see or be the same; “exposed”, moved and “co-moved”, it achieves its “trans-formation”, transcends its own form, is aesthetically affected, educated.