<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782020000200103</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n53.16705</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EXPERIÊNCIA E EDUCAÇÃO ESTÉTICA: SENTIDOS E EPIFANIAS DE UM SARAU INFANTIL NA UNIVERSIDADE FEDERAL DA BAHIA]]></article-title>
<article-title xml:lang="en"><![CDATA[EXPERIENCE AND AESTHETIC EDUCATION: SENSES AND EPIPHANIES OF CHILDREN´S SOIRÉE INTO THE FEDERAL UNIVERSITY OF BAHIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canda]]></surname>
<given-names><![CDATA[Cilene Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Leila Damiana Almeida dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Kleber Peixoto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[Feira de Santana Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[Feira de Santana Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<numero>53</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782020000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782020000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782020000200103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa refere-se à integração de ações desenvolvidas a partir do Sarau Infantil: Toda Criança é um Poema. O Sarau se configura em diversificados espaços/tempos de apreciação e de produção artística, permeados por experiências corporais e sensíveis entre estudantes de licenciaturas da UFBA e crianças de escolas públicas. Intentamos pesquisar quais sentidos seriam produzidos pelos estudantes das licenciaturas a partir da experiência do Sarau Infantil, de modo que refletissem sobre os processos formativos a partir da vivência com as crianças. A fundamentação teórica se valeu dos estudos de Jacques Rancière (2005), acerca da partilha do sensível e a integração do saber, do pensar e do sentir; das contribuições de Friedrich Schiller (2002) sobre Educação Estética que permite passarmos do estado passivo da sensibilidade para o estado ativo do pensamento; dos estudos de Carbonell (2012) sobre o binômio &#8220;experiência-estética&#8221; que se relaciona ao exercício de sensibilidade; dos construtos Maffesoli (2008) sobre sensibilidade e razão. Metodologicamente, os pressupostos da Pesquisa Participante permitiram que os participantes se enxergassem como agentes ativos da pesquisa, produzindo conhecimento e intervindo artisticamente na realidade. Duas categorias conduziram as análises: 1. Os sentidos produzidos sobre a experiência do Sarau; 2. A experiência de cunho estético, sentidos e reflexões na formação. Concluímos que poucos licenciados tinham vivenciado experiências estéticas/sensíveis ao longo da graduação. Outro aspecto levantado foi o distanciamento das licenciaturas dos estudos sobre infâncias. O Sarau Infantil demonstrou ser um momento rico de formação, através do qual foi possível viver, pensar, dar sentido e realizar inferências autônomas nos percursos formativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research refers to the integration of developed actions since the children´s soirée: Every Child is a poem. This soirée configures in diversifies spaces/times of appreciation and artistic production, permeated for corporal and sensitive experiences between undergraduate students from UFBA and children from public schools. We try to investigate which senses would be produced by the undergraduate students since the experience of Children´s soirée, so that they reflected on the formative processes from the experience with the children. Theoretical foundation was constructed since the studies of Jacques Rancière (2005), about the sharing of sensitive and the knowledge, thinking and feeling integration; contributions of Friedrich Schiller (2002) about aesthetic education that allow us a passing-trough from the passive mood of sensitiveness to active mood of thinking. The studies of Carbonell (2012) about the binomial &#8220;experience-aesthetic&#8221; related with the sensitiveness exercise; and, from the contributions of Maffesoli (2008) about sensitiveness and reason. Methodologically, the principles of participant research allow that the participants were capable to see their selves as active agents in the research, producing knowledge and intervening artistically in the reality. Two categories conducted the analysis: 1. The produced senses about the soirée experience; 2. The aesthetical stamp experience, senses and reflections in the formation. We conclude that a few undergraduates had lived experiences aesthetical-sensitive through the undergraduate program. Another arisen aspect was the distancing of undergraduate teacher training programs from the studies about childhood. The Children´s soirée showed to be a rich moment of formation, where it was possible to live, to think, to give sense and make autonomous inferences in the formative paths.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação estética]]></kwd>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Sarau infantil.]]></kwd>
<kwd lng="en"><![CDATA[Aesthetic education]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Children´s soirée.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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