DIFFERENT PERSPECTIVES ON AESTHETIC EDUCATION NOWADAYS

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2020-12-10T20:03:01Z
dc.date.accessioned2022-12-19T20:23:45Z
dc.date.available2020-12-10T20:03:01Z
dc.date.available2022-12-19T20:23:45Z
dc.date.created2020-12-10T20:03:01Z
dc.date.issued2020-05-01
dc.identifierRevista On Line De Politica E Gestao Educacional. Araraquara: Unesp-faculdade Ciencias & Letras, v. 24, n. 2, p. 297-313, 2020.
dc.identifier1519-9029
dc.identifierhttp://hdl.handle.net/11449/196998
dc.identifier10.22633/rpge.v24i2.13163
dc.identifierWOS:000541860900002
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5377636
dc.description.abstractThe reference to human sensibility, to the dimension of the sensible as the object of education itself; finds its most distant formulation in Plato's Republic. However, this task has remained a problem lacking a reasonable equation until now. In Brazil, especially after the publication of the National Curriculum Parameters in 1997, the discussions and propositions for an education of the sensibility have intensified. Our purpose, considering the limits of this paper consists in the exposition and reflection of two different theoretical perspectives. They are situated in different historical moments of the twentieth century and they are important reference for the national debate regarding a supposedly education of sensibility nowadays. This is the case of Soviet psychologist and theorist Lev S. Vygotsky (1896) and of the French philosopher Jacques Ranciere (1940).
dc.languageeng
dc.publisherUnesp-faculdade Ciencias & Letras
dc.relationRevista On Line De Politica E Gestao Educacional
dc.sourceWeb of Science
dc.subjectEsthetics education
dc.subjectCivilization
dc.subjectContemporary
dc.titleDIFFERENT PERSPECTIVES ON AESTHETIC EDUCATION NOWADAYS
dc.typeArtículos de revistas


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