Experienciar, sentir e aprender para transformar: articulações entre o fundamento neurobiológico das emoções e a perspectiva estético-ambiental da educação

Abstract

This work aims to present the results of a research of the pedagogical intervention, which investigated signs of emotionally stimuli competent and emotions provoked by a reality study, a stage that integrates the Freirean Thematic Research process, from the perspective of Aesthetic-Education in order to argue about the relevance of investigative educational practices that consider the neurobiological aspects of those involved. To this end, Four meetings were planned and executed, with two high school classes from one state school of Uruguaiana / RS, involving 37 students, who produced 87 written records. These records were assessed using the Textual Analysis method Discursive, from which three categories emerged: 1) The study of reality as an experience aesthetic provoking emotionally competent stimuli, 2) The perception of the context investigated and 3) The recognition of emotions in the study of reality. As a result, we argue that the reality experienced in its multiple dimensions, is capable of stimulating, emotionally, mobilizing us to learning, which will take place in a contextualized way and linked to reality contradictory experience experienced by those who study it.