Uma pedagogia estética: corpo e imagem

Abstract

Aesthetics becomes the starting point for understanding how the representation of the body through self-portraiture can transform into a link of identity, belonging, and the deconstruction of aesthetic stereotypes. In this context, aesthetic reflection intertwines with art, body, and social standards, proposing a philosophical education mediated by photography. Based on a "Pedagogical Aesthetics," the focus is on replacing repetition and standardization with creativity, inventiveness, affectivity, and the coexistence with diversity, strengthening identities and expanding aesthetic repertoires. In the school environment, the image plays a crucial role in aesthetic education, challenging stereotypes and promoting new ways of thinking that broaden the understanding of identity. Photography and aesthetics open paths for students to problematize and know themselves in relation to others. The production of philosophical and photographic essays stimulates deep reflections on body and identity, allowing students to construct new versions of themselves through fragmentation and conscious choices, strengthening their voices in the philosophical and aesthetic debate. The theoretical foundations include the PCNEM (2006) and the Curriculum Reference of Minas Gerais (2018), focusing on the objectives of teaching Philosophy: ethics, politics, aesthetics, ontology, science, and religion. Art is treated as a creative tool for deconstructing stereotypes, addressing gender issues, feminism, and representations of the female body throughout history, with authors such as Linda Nochlin, Donna Haraway, and Françoise Vergès. Photography is understood as a creative and democratic process, drawing from reflections by Susan Sontag and the work of artists like Cindy Sherman and Camila Fontenele.The results indicate that students' works, in the form of philosophical and photographic essays, reflected the proposed discussions, fostering critical engagement and the deconstruction of aesthetic and identity standards. With the support of a practical handbook, students felt comfortable integrating aesthetics and photography into the teaching of Philosophy, developing activities that deconstructed stereotypes and encouraged a broader aesthetic perception. Thus, aesthetics, in conjunction with education, emerges as a transformative force capable of deconstructing exclusionary standards and broadening critical horizons.