<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100206</article-id>
<article-id pub-id-type="doi">10.5902/1984644447978</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação estética mediada pelo patrimônio cultural: experiências, sentidos e afetos na formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Aesthetic education mediated by cultural heritage: experiences, meanings and affects in teacher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[França]]></surname>
<given-names><![CDATA[Tânia Maria de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sales]]></surname>
<given-names><![CDATA[José Albio Moreira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fialho]]></surname>
<given-names><![CDATA[Lia Machado Fiuza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho tem como objetivo compreender como a educação estética, a partir de experiências significativas com elementos do patrimônio cultural individual/coletivo da cidade de Viçosa do Ceará, pode mobilizar sentidos e afetos na formação de professores. Trata-se de um estudo de natureza qualitativa e multirreferencial, no qual se adota uma postura bricoleur envolvendo elemento do fazer da ciência e do artesanal. Para tanto, como aportes teóricos, trazem-se estudos de Freire (1998), Larrosa (2014), Varine (2012), dentre outros. A reflexão/investigação foi realizada através de uma pesquisa-formação com professores da cidade de Viçosa do Ceará, uma cidade histórica. Utilizaram-se atividades prático-teóricas, envolvendo experiências pessoais e coletivas, com acervos materiais e imateriais de elementos da cultura local para a produção de dados. Como achados, em relação às possibilidades de aprendizagem para a área de formação de professores, os relatos dos colaboradores demonstraram a possibilidade da mediação realizada pelo patrimônio cultural na provocação de experiências estéticas com elementos afetivos individuais e coletivos. Como aspectos conclusivos, pode-se dizer que a mediação demonstrou que os exercícios com o patrimônio reforçaram o sentimento de pertencimento dos participantes, ampliando as possibilidades de atribuição de sentido pessoal e coletivo ao conjunto de bens materiais e imateriais que constituem a cidade. Os exercícios contribuíram para a transformação de sentidos, aprimorando a elaboração de um olhar e de uma escuta mais sensível, através dos quais é possível perceber sentidos e afetos que entrelaçam a formação de professores, a educação estética, a cidade e o patrimônio cultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This work aims to understand how aesthetic education, based on significant experiences with elements of individual / collective cultural heritage in the city of Viçosa-Ceará, can mobilize meanings and affections in teacher education. It is a study of a qualitative and multi-referential nature, in which a bricoleur posture is adopted involving the element of making science and crafts. To do so, it brings as theoretical support studies by Freire (1998), Larrosa (2014), Varine (2012), among others. The reflection / investigation was carried out through research-training with teachers from the city of Viçosa-Ceará, a historic city. Practical-theoretical activities were used, involving personal and collective experiences, with material and immaterial collections of elements of the local culture to produce data. As findings, in relation to the learning possibilities for the area of &#8203;&#8203;teacher training, the reports of the collaborators demonstrated the efficiency of the mediation carried out by the cultural heritage in provoking aesthetic experiences with individual and collective affective elements. As conclusive aspects, it can be said that mediation demonstrated that the exercises with heritage reinforced the participants' feeling of belonging, expanding the possibilities of attributing personal and collective meaning to the set of material and immaterial goods that make up the city. The exercises contributed to the transformation of meanings, improving the elaboration of a more sensitive look and listening, through which it is possible to perceive meanings and affections that intertwine teacher training, aesthetic education, the city and cultural heritage.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Narrativas estéticas e patrimoniais;Escritade si]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Experiência estética.]]></kwd>
<kwd lng="en"><![CDATA[Aesthetic and patrimonial narratives]]></kwd>
<kwd lng="en"><![CDATA[Self-writing]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Aesthetic experience.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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