Educação estética em Marcuse: avaliação em Filosofia para além do textual

Abstract

The dissertation presents the development and result of a theoretical-practical research that appropriates the reflections of the philosopher Herbert Marcuse on the aesthetic dimension to think interdisciplinary didactic-pedagogical activities, more specifically, those directed to the evaluation in Teaching Philosophy. The practice of teaching in the classroom was based on a methodology of Philosophy Teaching that stimulated criticism, in the framework of the Critical Theory of Society, although the fulcrum of the research was what we call “aesthetic evaluation”, a way of evaluating that it stimulated a process of teaching and learning philosophy in na alternative form – singing, painting, photographing, etc. -, without running away from reading and text and philosophical themes and problems dealt with in the History of Philosophy. The objective was to verify to what extent the aesthetic evaluations, that use artistic parameters, can contribute in a formative process. The interventions took place in 2017 with four 1st year classes of high school, from Federal Institute of Education, Science and Technology of Tocantins (IFTO/Campus Palmas). About 120 students took part in the research, in a context in which two weekly classes, with fifty minutes each, served to apply the interventions. The aesthetic evaluations related Philosophy and Arts starting from art as reflection for the textual production and, in most cases, the philosophical text for artistic production. The students were led to produce philosophical texts interpreting artistic forms but, above all, they were instigated to present different artistic expressions of philosophical themes treated in the classroom. The qualitative research followed the methodological assumptions of Critical Theory to highlight the contradictions in the process of contemporary educational formation and, more specifically, the evaluation in Philosophy, trying to bring the syntheses from a theoretical investigation that merges with the interpretation of the contents present in the students’ productions. The analysis and interpretation of the data have brought important indicatives to this methodology of Philosophy Teaching and to the process of evaluation, namely, that the practice of interdisciplinary in Teaching Philosophy with Arts is an indispensable alternative in the critical process of teaching and learning, as well as presenting a way of evaluating the value of students’ philosophical and artistic productions.