THE CITY IN MEMORY: ITINERARIES OF AESTHETIC TEACHER TRAINING

Abstract

In this paper, we analyze relationships and experiences lived by a group of teachers with/in the city, as children, considered important for the formation of their aesthetic sensitivity. With the theoretical-methodological contribution of (auto)biographical approaches, the data were produced through conversations with five Early Childhood Education teachers who work in the city of Niterói, Rio de Janeiro, Brazil, who spent their childhoods in that city. Given the pandemic context (COVID-19), the conversations were held via digital platform. In the careful reading of the narratives shared, the experiences-stories were intertwined in an interpretative way, constituting threads of meanings that reveal paths of aesthetic formation crossed by different spaces (of art, culture or with the nature), closely related to the social groups the teachers belong to. Social practices, such as attending a club, playing Carnival, participating in popular demonstrations, going to the beach and public parks, are highlighted as space-times that enhance aesthetic experiences in the city.

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