FROM LOGIC TO THE SENSITIVE: EXPLORING SENSES DURING THE EDUCATIONAL BREAK

Abstract

This experience report analyzes two distinct pedagogical proposals, one traditional and the other oriented towards aesthetic experience, developed during a Pedagogical Break with teachers. Based on the contributions of bell hooks, Vygotsky, and Paulo Freire, the study seeks to understand how different approaches to knowledge mobilize meanings, emotions, and reflections in teachers. Our general objective is to understand the meanings attributed by teachers to the pedagogical experiences carried out through a traditional proposal and an aesthetic experience, analyzing how each approach mobilizes reason, emotion, and the construction of meaning in teaching practice. Our specific objectives are: a) to analyze the reactions and perceptions of teachers in the face of a traditional pedagogical practice and a proposal oriented towards aesthetic experience; b) to identify traces of meaning, emotion, and reflection mobilized in each of the proposed pedagogical strategies; c) to engage with theoretical contributions to support the analysis of the experiences lived. Based on experience, it was observed that the traditional approach prioritized rationality and the transmission of data, while the aesthetic experience awakened emotional involvement, personal memories, and the attribution of unique meanings. The teachers' accounts highlight the unpredictability and power of the aesthetic experience as a formative dimension, reinforcing the inseparability of reason, emotion, and experience in the educational process.