<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012021000100208</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v43i1.47923</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Arte-educação e seus desdobramentos à formação pedagógica]]></article-title>
<article-title xml:lang="es"><![CDATA[Arte-educación y sus desarrollos en la formación pedagógica]]></article-title>
<article-title xml:lang="en"><![CDATA[Art-education and its developments in pedagogical training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conte]]></surname>
<given-names><![CDATA[Elaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Habowski]]></surname>
<given-names><![CDATA[Adilson Cristiano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piedade]]></surname>
<given-names><![CDATA[Juliane de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Milbradt]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>43</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012021000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012021000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012021000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O texto propõe refletir sobre as contribuições da arte-educação nas experiências pedagógicas para a sensibilização estética, tendo em vista as conversas tensas e os alargamentos de repertórios culturais que põe em jogo os sentidos na atualidade. Essas perturbações se traduzem na desvalorização da dimensão estético-expressiva à construção do conhecimento pedagógico, de percepções rígidas e regradas, gerando a centralização nos conteúdos racionais relacionados às certezas do mundo. Trata-se de uma pesquisa hermenêutica que dialoga com a arte-educação como fonte de indagação para compreender os processos formativos e as ações de humanização dos sentidos e das experiências educativas no campo do desenvolvimento humano. A arte como forma de expressão e educação sensível para pensar a formação expressiva é algo reconhecido cientificamente, que não obedece a convencionalismos, mas provoca atos de liberdade, interação, participação social e motivação dos sujeitos, por meio de diferentes saberes inventivos e bagagens culturais. No entanto, quais as contribuições da arte-educação à formação de professores para dialogar com as experiências artísticas? Concluímos que a arte dá oportunidades à construção de experiências (inter)subjetivas como aventura de se relacionar com o conhecimento que rompe com todos os parâmetros, no sentido de reinventar-se com o outro, trazendo desdobramentos ao processo de (re)criação das relações educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El texto propone reflexionar sobre los significados y contribuciones de la arte-educar en experiencias pedagógicas y de formación docente, en vista de las tensas conversaciones entre el arte y la educación. Estas perturbaciones se traducen en la devaluación denigración o utilidad de la dimensión estética-expresiva a la construcción del conocimiento pedagógico, generando la centralización del contenido racional relacionado con las certezas del mundo. Se trata de una investigación hermenéutica que dialoga con el arte-educar como fuente de investigación para comprender los procesos formativos y las acciones de humanización de las experiencias educativas en el campo del desarrollo humano. El arte como forma de expresión y educación sensible para pensar en la formación expresiva es algo reconocido científicamente, que no obedece a los convencionalismos, sino que provoca actos de libertad, interacción, participación social y motivación de los sujetos a través de diferentes conocimientos inventivos y culturales. Sin embargo, ¿cuáles son las aportaciones del arte-educar a la formación de docentes para dialogar con experiencias artísticas? Concluimos que el arte da oportunidades para la construcción de experiencias subjetivas (inter) como una aventura para relacionarse con el conocimiento y reinventarse a sí misma, trayendo desarrollos al proceso de (re) creación de relaciones educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The text proposes to reflect on the meanings and contributions of art education in pedagogical experiences and teacher education, in view of the tense conversations between art and education. These disturbances translate into the devaluation or usefulness of the aesthetic-expressive dimension to the construction of pedagogical knowledge, generating the centralization of rational content related to the certainties of the world. This is a hermeneutic research that dialogues with art-education as a source of inquiry to understand the formative processes and actions of humanization of educational experiences in the field of human development. Art as a form of expression and sensitive education to think of expressive formation is something scientifically recognized, which does not obey conventionalisms, but provokes acts of freedom, interaction, social participation and motivation of subjects through different inventive and cultural knowledge. However, what are the contributions of art-education to teacher training to dialogue with artistic experiences? We conclude that art gives opportunities for the construction of subjective (inter) experiences as an adventure to relate to knowledge and reinvent itself, bringing developments to the process of (re) creation of educational relations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[arte-educação]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[desdobramentos pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[arte-educación]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[desarrollos pedagógicos]]></kwd>
<kwd lng="en"><![CDATA[art-education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[pedagogical offsets]]></kwd>
</kwd-group>
</article-meta>
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