<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122020000100120</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v25.e020028</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Constituição de impulsos lúdicos pela educação estética de docentes: um olhar schilleriano]]></article-title>
<article-title xml:lang="en"><![CDATA[Processes of constitution of ludic impulses through aesthetic education of pedagogues in the university: a schillerian look]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Ana Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Luis Távora Furtado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Ceará Universidade de Campinas Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Ceará Faculdade de Educação Núcleo de História e Memória da Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122020000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122020000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122020000100120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto reflete sobre possibilidades de educação estética na universidade como necessidade premente à formação inicial de docentes, mais especificamente de pedagogos, no sentido da ampliação e do aperfeiçoamento de sua percepção estética, aliadas ao desenvolvimento de uma postura atenta aos contextos sócio-históricos vivenciados. Nessa direção, problematiza sobre quais dispositivos pedagógicos podem ser acionadores de impulsos lúdicos na formação de docentes, sob a luz das concepções de Schiller (2009, 2011). Dentre outras contribuições teóricas, o texto cita ainda Freire (1996), que tece importantes considerações sobre as relações entre estética e ética na formação de professores, e que, a nosso ver, o aproxima das ideias de Schiller; Snyders (1995), que trata do espaço universitário como locus privilegiado para se gerar a alegria cultural, energia necessária à aprendizagem diversificada e enriquecedora do repertório científico-cultural dos estudantes; Moraes e Therrien (2018) que refletem sobre a necessidade de ampliação do repertório cultural dos docentes; e Moura (2012) que aponta à maleabilidade pedagógica do professor como exigência de um perfil flexível e complexo. O trabalho constitui um estudo bibliográfico imerso no campo da filosofia da educação, guiado, entretanto, por reflexões amparadas em experimentações estético-pedagógicas vivenciadas, em processos de formação inicial docente, no âmbito de uma universidade pública estadual brasileira. Com o estudo, infere-se que à universidade cabe o papel decisivo de garantir e estimular o acesso a experiências estéticas que tanto ampliem o repertório artístico-cultural de estudantes como também neles favoreça a criação de impulsos lúdicos, tornando-os mais perceptivos e criativos, sendo que isso se materializará por meio de proposições curriculares de cada curso, aliadas às condições estruturais concretas dessa universidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text reflects on possibilities of aesthetic education in the university as a pressing need for the initial formation of teachers, more specifically of pedagogues, in the sense of expanding and perfecting their aesthetic perception, combined with the development of a posture attentive to the socio-historical contexts experienced. In this direction, it discusses what pedagogical devices can be playful impulses in teacher training, in the light of Schiller&#8217;s conceptions (2009, 2011). Among other theoretical contributions, the text also mentions Freire (1996), who makes important considerations about the relationship between aesthetics and ethics in teacher training and, in our view, approaches Schiller&#8217;s ideas; Snyders (1995) who treats the university space as a privileged locus for generating cultural joy, a necessary energy for the diversified and enriching learning of students&#8217; scientific and cultural repertoire; Moraes &amp; Therrien (2018) who reflect on the need to expand the cultural repertoire of teachers; and Moura (2012) who points out the teacher&#8217;s pedagogical malleability as a requirement for a flexible and complex profile. The work is a bibliographic study immersed in the field of philosophy of education, guided, however, by reflections based on aesthetic-pedagogical experiments experienced in initial teacher training processes, within the scope of a Brazilian state public university. With the study, it is inferred that the university plays the decisive role of guaranteeing and stimulating access to aesthetic experiences that both enlarge the artistic-cultural repertoire of students, as well as favor in them the creation of playful impulses, making them more perceptive and creative. Being that this will materialize through the curricular propositions of each course allied to the concrete structural conditions of that university.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação estética]]></kwd>
<kwd lng="pt"><![CDATA[Impulsos lúdicos]]></kwd>
<kwd lng="pt"><![CDATA[Universidade]]></kwd>
<kwd lng="pt"><![CDATA[Formação de docentes]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="en"><![CDATA[Aesthetic education]]></kwd>
<kwd lng="en"><![CDATA[Ludic impulse]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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