Made available in DSpace on 2016-04-04T18:32:33Z (GMT). No. of bitstreams: 1 Verussi Melo de .pdf: 461914 bytes, checksum: cd9e365688af9997670d4625a9b764f7 (MD5) Previous issue date: 2007-03-15 / One is a professor when he is formed a professor. Considering docent formation as a continuation that one takes indefinitely and in an unfinished way, and not only by acquiring titles or courses of teaching, the question that should be asked refers to the possibility of a esthetic education in the university, aiming the education of the sensitive. In order to accomplish that, one should seek docent formation through Art sustained by the thought that, while an unautomating toel of perception, Art invites the pupil to reorganize the world, experimenting new versions of himself. Providing esthetical experiments through Art in graduate courses, could be a expedient to rise the sensitive in future docents - people that will work with teaching art, struggling directly with pupil human formation. Thus, the intention of the research is to formulate a esthetical education purpose for the gradua te formation of professors, comprehending that the esthetical experiment can promote subjective rearranges at the graduate pupil, instigating him to think about himself and, consequently, forming himself a subject [and owner of his own practice}, instead of forming himself as a consumer of pre-constituted-way-of-beings. In this way, this research sustains itself in a theoretical dialogue, in wich studious of the Esthetical Education area, interviewed by the researcher, talk about docent formation as a (permanent) process of discovering and rupture, completely superposed to the subjectivity of the docent under formation, delineating a particular lecturing, in which each subject is the maker of his own history. / ?-se professor ao formar-se professor. Em assim considerando a forma??o docente, como um continuum que se faz indefinIda e inacabadamente, e n?o meramente atrav?s de obten??o de t?tulos ou cursos de licenciatura, a quest?o que se coloca refere-se ? possibilidade de uma educa??o est?tica na universidade, visando ? educa??o do sens?vel. Para tanto, buscar-se-? uma forma??o docente atrav?s da arte por entender que, enquanto desautomatizadora da percep??o, a arte convidaria o aluno a reorganizar o mundo, experimentando novas vers?es de si. Proporcionar experi?ncias est?ticas por meio da arte, em cursos universit?rios, poderia ser um meio a partir do qual seria poss?vel despertar o sens?vel nos futuros docentes - pessoas que trabalhar?o com a arte de ensinar, lidando, diretamente, com a forma??o humana de alunos. O intento da pesquisa - que se insere na linha de pesquisa: Universidade, doc?ncia e forma??o de professores - ?, portanto, ao analisar a maneira como a arte pode educar, vislumbrar possibilidades de uma educa??o est?tica para a forma??o universit?ria de professores, entendendo que a experi?ncia est?tica pode promover rearranjos subjetivos no universit?rio, instigando-o a pensar-se e, conseq?entemente, a formar-se sujeito (e dono de sua pr?pria pr?tica), ao inv?s de consumista de modos-de-ser pr?-constru?dos. Neste sentido, esta pesquisa se sustenta num di?logo te?rico, em que estudiosos da ?rea de Educa??o Est?tica, em entrevistas ? pesquisadora, falam a respeito da forma??o docente como um processo (permanente) de descobertas e rupturas, completamente imbricada ? subjetividade do docente em forma??o, delineando uma doc?ncia particular, em que cada sujeito ? o fazedor de sua pr?pria hist?ria.