Los procesos de estetizaci\u00f3n constituyen una empresa pol\u00edtica presente en la totalidad de la vida escolar, y no solamente en aquellos espacios espec\u00edficos a los que tradicionalmente se circunscribi\u00f3 la est\u00e9tica. Es decir, si hist\u00f3ricamente lo est\u00e9tico dentro de las escuelas pasaba por su reducci\u00f3n a la belleza y a la ense\u00f1anza de las artes, establecemos como segundo punto de partida que la est\u00e9tica escolar trasciende la grilla escolar y se afinca en la cotidianeidad de las pr\u00e1cticas educativas institucionalizadas. An\u00e1logo a pensar que lo est\u00e9tico no se restringe a los espacios dedicados intencionalmente a transmitir saberes como contenidos, la educaci\u00f3n de los cuerpos y las sensibilidades tambi\u00e9n result\u00f3 tradicionalmente restringida a determinados espacios curriculares \u2013como la Educaci\u00f3n Art\u00edstica, Educaci\u00f3n F\u00edsica, los trabajos manuales, la puericultura, las instrucciones c\u00edvicas, las danzas folcl\u00f3ricas o lo que hoy se le denomina educaci\u00f3n sexual\u2013, cuando en verdad atraviesan pr\u00e1cticas, saberes y discursos de la totalidad de los procesos de escolarizaci\u00f3n.
\nEn el clima de revisi\u00f3n de la herencia dictatorial los procesos de democratizaci\u00f3n trajeron consigo cuestionamientos a la idea de autoridad que, ligada a las experiencias dictatoriales, hab\u00edan sido un t\u00e9rmino equivalente a \u201cautoritarismo\u201d. A partir de la vuelta al orden democr\u00e1tico, se pueden ver varios intentos de democratizar la vida escolar: un ejemplo de ello es la reactivaci\u00f3n de los espacios de participaci\u00f3n, consejos, centros de estudiantes, entre otros Asumiendo que la est\u00e9tica escolar es un registro constitutivo de la escuela destinada a la formaci\u00f3n de sensibilidades colectivas, y por tanto busca reordenar las sensaciones, valoraciones y moralidades en determinadas sensibilidades, producir una \u201ceducaci\u00f3n sentimental\u201d a partir de la formaci\u00f3n de las subjetividades, la propuesta es interrogarse por: \u00bfqu\u00e9 continuidades y rupturas se hacen visibles en el discurso pedag\u00f3gico sobre la formaci\u00f3n de las sensibilidades colectivas de la vida democr\u00e1tica? \u00bfQu\u00e9 tipo y bajo qu\u00e9 criterios el discurso pedag\u00f3gico configur\u00f3 discursivamente disposiciones sensibles de los sujetos de la educaci\u00f3n en los modos de pensar, sentir, percibir, habitar la vida en democracia? \u00bfA qu\u00e9 tipo de emociones, sensaciones, gustos, placeres se referencia en el discurso escolar? \u00bfBajo qu\u00e9 tipo de sensibilidades se ha intentado promover en relaci\u00f3n a la tarea docente y a las formas de aprendizaje, los nuevos modos de concebir la autoridad pedag\u00f3gica antiautoritaria? \u00bfQu\u00e9 met\u00e1foras textuales y visuales se pueden identificar con respecto a los ni\u00f1os, los j\u00f3venes y los maestros en los nuevos registros sensibles? Y, finalmente, \u00bfqu\u00e9 im\u00e1genes, en tanto expresiones est\u00e9ticas y pol\u00edticas, circularon en la prensa educativa y en el discurso pedag\u00f3gico sobre la escuela y los sujetos de 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de trabajo - Temas abiertos","abstract":"
The processes of aestheticization constitute a political enterprise present in the totality of school life, and not only in those specific spaces to which aesthetics has traditionally been circumscribed. That is to say, if historically the aesthetic within schools was reduced to beauty and the teaching of the arts, we establish as a second point of departure that school aesthetics transcends the school grid and takes root in the daily life of institutionalized educational practices. Analogous to thinking that the aesthetic is not restricted to spaces intentionally dedicated to transmitting knowledge as content, the education of bodies and sensibilities was also traditionally restricted to certain curricular spaces -such as Art Education, Physical Education, manual labor, childcare, civic instructions, folkloric dances or what is nowadays called sex education-, when in fact it crosses practices, knowledge and discourses of the totality of schooling processes.
\nIn the climate of revision of the dictatorial heritage, the democratization processes brought with them the questioning of the idea of authority which, linked to the dictatorial experiences, had been a term equivalent to \"authoritarianism\". Since the return to democratic order, several attempts to democratize school life can be seen: an example of this is the reactivation of spaces for participation, councils, student centers, among others. Assuming that school aesthetics is a constitutive register of the school aimed at the formation of collective sensibilities, and therefore seeks to reorder sensations, evaluations and moralities in certain sensibilities, to produce a \"sentimental education\" from the formation of subjectivities, the proposal is to ask oneself about: What continuities and ruptures are visible in the pedagogical discourse on the formation of the collective sensibilities of democratic life? What type and under what criteria did the pedagogical discourse discursively configure sensitive dispositions of the subjects of education in the ways of thinking, feeling, perceiving, inhabiting life in democracy? What type of emotions, sensations, tastes, pleasures are referred to in the school discourse? Under what kind of sensitivities has it been attempted to promote in relation to the teaching task and the forms of learning, the new ways of conceiving anti-authoritarian pedagogical authority? What textual and visual metaphors can be identified with respect to children, young people and teachers in the new sensitive registers? And, finally, what images, as aesthetic and political expressions, circulated in the educational press and in the pedagogical discourse about the school and the subjects of training? <\/p>\n"},"_links":{"self":[{"href":"https:\/\/idihcs.fahce.unlp.edu.ar\/wp-json\/wp\/v2\/proyectos\/6722"}],"collection":[{"href":"https:\/\/idihcs.fahce.unlp.edu.ar\/wp-json\/wp\/v2\/proyectos"}],"about":[{"href":"https:\/\/idihcs.fahce.unlp.edu.ar\/wp-json\/wp\/v2\/types\/proyectos"}],"wp:attachment":[{"href":"https:\/\/idihcs.fahce.unlp.edu.ar\/wp-json\/wp\/v2\/media?parent=6722"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}