Space, art and expression in teacher education: illumination of the sensitive

Abstract

Research result that aimed to analyze the contributions of poetic, symbolic, and expressive space-time in the education of preschool teachers, this paper presents and discusses the proposal called “Studio of the Sensitive”. Created in the context of research and structured in ten meetings supported by expressive resources that dialogue with art and other cultural devices - art therapy, bibliotherapy, circular dance, and creative writing -, the “Studio of the Sensitive” was developed with a group of eight teachers of Early Childhood Education of the public network of education. The theoretical-methodological assumptions of analytical and archetypal psychology and autobiographical approaches supported the conduct of the proposal and the research as a whole. Field notes (resonance notebook), photographs of the process, and narrative-expressive material created by the participants constituted the data set. From the textual and imaging narratives of the teachers, numerous symbols emerged. On the one hand, it was noted the recurrence of the symbols “tree” and “birds”, which, due to their significance in the context, were illuminated in the analyzes, presenting themselves as structuring contents of the path of individuation, signaling the paths of aesthetic teacher education. On the other hand, the nest built by means of the “Studio of the sensitive” format, as a space for creation, a plurality of languages, and self-knowledge, revealed aspects that may inspire proposals for teacher education that integrate sensitive and perceptible knowledge. The quality of the times and spaces, the expressive possibilities of the materialities, and the available resources proved to be elements that generate singular poetics, decisive to fertilize the recognition and expansion of the aesthetic and psychic sense in education.