Da experiência estética à estética da inclusão na pedagogia de La Salle: um referencial teórico para analisar a crise da educação brasileira

Abstract

This research deals with the aesthetic experience of the school. Starting from the pedagogy that was born between the seventeenth and eighteenth centuries, it analyzes from the point of view of aesthetic experience the pedagogical model implanted in that period by João Batista de La Salle, considered by Gauthier and Tardif (2014) and Manacorda (2010) as precursor or even founder of modern pedagogy. The pedagogy of the passage from the seventeenth to the eighteenth century, ecclesial and Christian, is placed in dialogue with republican, state and secular education that emerged in the change from the eighteenth to the nineteenth century and gave rise to the universalization of elementary education. The aesthetic reading of modern pedagogy serves as illumination to make a reading of the current education crisis in Brazil. The theoretical elements used in the first part of the research are the basis for reading the Complete Works of La Salle (2012) that show his pedagogical thinking that, in synthesis, is called in this thesis of aesthetics of inclusion. The last two chapters, from the analysis of educational documents and reports of the last four years in Brazil, reveal, in synthesis, what in this thesis is called the aesthetics of exclusion. The thesis holds that this aesthetic of exclusion contrasts with that of the Christian Schools of La Salle. The methodological approach proposes a hermeneutics with the objective of seeking, in the aesthetics of the inclusion of the schools of La Salle, some theoretical elements of educational policy that can contribute to the Brazilian education of the XXI century, whose aesthetics of exclusion reaches mainly the poorest, target public of the Christian Schools. As a hermeneutical aid, the thesis works with images inserted throughout the text to illustrate the analysis and facilitate the understanding of the context. The thesis achieves its objective by demonstrating that the aesthetic proposals for inclusive education presented in the writings of La Salle remain plausible as pedagogical hypotheses to overcome certain difficulties of the school of the 21st century in ensuring the inclusion of all Brazilian children in school.