<?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>S2178-52012024000100314</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.61378</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Vigotski e a formação estética de professores: diálogos com a produção científica no Brasil]]></article-title>
<article-title xml:lang="es"><![CDATA[Vigotski y la formación estética de profesores: diálogos con la producción científica en Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Vigotski and the aesthetic teacher formation: dialogues with scientific production in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rausch]]></surname>
<given-names><![CDATA[Rita Buzzi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schlindwein]]></surname>
<given-names><![CDATA[Luciane Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Região de Joinville Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Joinville Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100314&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Esta investigação analisa pesquisas que discutem o desenvolvimento estético de professores na perspectiva vigotskiana no Brasil. Realizamos uma revisão sistemática das pesquisas que investigam a formação estética de professores, buscando apreender quais são os principais conceitos da teoria vigotskiana que fundamentam as pesquisas selecionadas. Foram analisadas as produções publicadas no período de 2008 a 2020, no Banco de Teses e Dissertações da CAPES e no IBICT. O corpus de análise constituiu-se de nove teses e 24 dissertações. Os conceitos-chave mais encontrados foram: atividade criadora/criação; imaginação; arte; educação estética; experiência; vivência; reação estética; emoções; catarse; sentimentos; sentidos e fantasia. A maioria das pesquisas se utiliza de vários conceitos simultaneamente, em decorrência da intensa relação entre eles. Entretanto, poucos foram os trabalhos que aprofundaram a estética em si, bem como o ápice desse processo - a catarse. Poucos também foram os trabalhos que relacionaram os conceitos de arte e estética às ideias basilares de Vigotski como consciência, cultura, pensamento e linguagem. Entendemos que, por meio da revisão sistemática realizada, podemos oferecer elementos para compreender os principais conceitos de Vigotski articulados em pesquisas sobre formação estética de professores, fortalecendo certa identidade investigativa nesse campo e destacando algumas de suas fragilidades. Outra contribuição volta-se à valorização da dimensão sensível e criativa do professor no desenvolvimento profissional docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Esta investigación analiza investigaciones que discuten el desarrollo estético de los docentes desde la perspectiva vygotskiana en Brasil. Realizamos una revisión sistemática de las investigaciones que investigan la formación estética de los docentes, buscando aprehender cuáles son los principales conceptos de la teoría vygotskiana que sustentan las investigaciones seleccionadas. Las producciones publicadas de 2008 a 2020 fueron analizadas en el Banco de Tesis y Disertaciones CAPES y en IBICT. El corpus de análisis estuvo compuesto por nueve tesis y 24 disertaciones. Los conceptos clave más encontrados fueron: actividad / creación creativa; imaginación; Arte; educación estética; experiencia; experiencia; reacción estética; emociones; catarsis; sentimientos; sentidos y fantasía. La mayoría de las investigaciones utilizan varios conceptos simultáneamente, debido a la intensa relación entre ellos. Sin embargo, pocas fueron las obras que profundizaron la estética en sí, así como la cúspide de este proceso: la catarsis. También hubo pocas obras que relacionaran los conceptos de arte y estética con las ideas básicas de Vygotski como conciencia, cultura, pensamiento y lenguaje. Entendemos que, a través de la revisión sistemática realizada, podemos ofrecer elementos para comprender los principales conceptos de Vygotski articulados en la investigación sobre la formación docente estética, fortaleciendo una cierta identidad investigadora en este campo y destacando algunas de sus debilidades. Otro aporte está dirigido a valorar la dimensión sensible y creativa del docente en el desarrollo profesional docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This investigation analyzes researches that discuss the aesthetic development of teachers from the Vigotskian perspective in Brazil. We carried out a systematic review of the researches that investigate the aesthetic formation of teachers, in an attempt to apprehend which are the main concepts of the Vigotskian theory that underlie the selected researches. We analyzed studies published from 2008 to 2020 in the CAPES Bank of Theses and Dissertations and in IBICT. The corpus of analysis consisted of nine theses and 24 dissertations. The most found key concepts were creative activity/creation; imagination; art; aesthetic education; experience; experience; aesthetic reaction; emotions; catharsis; feelings; senses and fantasy. Most research uses several concepts simultaneously, due to the intense relationship between them. However, few researches deepened the aesthetic itself, as well as the apex of this process - catharsis. Few studies also related the concepts of art and aesthetics to Vigotski's basic ideas, such as consciousness, culture, thought and language. We understand that, through the systematic review carried out, we can offer elements to understand Vigotski's main concepts articulated in research on aesthetic teacher training, strengthening a certain investigative identity in this field and highlighting some of its weaknesses. Another contribution is aimed at valuing the sensitive and creative dimension of the teacher in professional teacher development.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento estético docente]]></kwd>
<kwd lng="pt"><![CDATA[educação estética]]></kwd>
<kwd lng="pt"><![CDATA[Vigotski]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[desarrollo docente estético]]></kwd>
<kwd lng="es"><![CDATA[educación estética]]></kwd>
<kwd lng="es"><![CDATA[Vigotski]]></kwd>
<kwd lng="en"><![CDATA[teacher formation]]></kwd>
<kwd lng="en"><![CDATA[aesthetic teacher development]]></kwd>
<kwd lng="en"><![CDATA[aesthetic education]]></kwd>
<kwd lng="en"><![CDATA[Vigotski]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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