AESTHETIC EDUCATION AND IMAGINATIVE COGNITION: THEORETICAL FOUNDATIONS FOR ART
DOI:
https://doi.org/10.56238/arev7n11-147Keywords:
Art Education, Imaginative Cognition, Aesthetic Education, Aesthetic Experience, Teaching and LearningAbstract
This theoretical essay aims to highlight the teaching of Art as a promoter of aesthetic experiences that contribute to the development of imaginative cognition, articulating contemporary theories on aesthetic education, embodied cognition and cognitive development. The construction of the text is based on the questioning of how aesthetic education can favor the integral cognitive development of the subjects involved in the process of teaching and learning Art, in the light of recent international contributions (2020-2025). The methodology used is qualitative and bibliographic, based on the analysis and pointing out the correlation of the theories of Efland, Moraes and other authors who discuss the function of art as a cognitive tool and trainer of the critical, reflective and sensitive being. The results indicate that the aesthetic experience, by mobilizing perception, imagination and aesthesia, enhances the cognition, criticality and sensitivity of those involved in the educational process. By requiring the interpretation of symbols and metaphors, art promotes the expansion of consciousness and reflective thinking, uniting affective and rational aspects in the learning process. We conclude that aesthetic education is fundamental for the integral development of the being, as it stimulates reflection-action-reflection and contributes to the formation of critical, creative and sensitive subjects to their sociocultural context. Thus, the teaching of Art corroborates for cognitive construction and for social and cultural changes, offering theoretical and empirical bases for the elaboration of curricula and pedagogical practices that recognize the centrality of imagination as a culturally mediated function.
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