Ética horizontal e dialógica da autoria e do ensino da criação em sala de aula. Atos estéticos e políticos para gerar espaços de emancipação social comunitária

Abstract

Understanding the social conditions of the teaching task and the necessary transformation of its practice in the classroom implies constructing epistemic shifts in the political, aesthetic and ethical-pedagogical action of teachers from other perspectives that transform the classroom into acts-power of emancipatory creation of the present. This work is based on the fields of philosophical, social and pedagogical theories, arguing from Bakhtin and the perspective of dialogic horizontality the construction of articulations with the educational-pedagogical field, recognizing the teachers themselves as authors and builders. The article addresses in five sections, the understanding of the historicity of the "classroom" device, from the questioning of the conditions that prevent teaching action in the school context in the present. In the following sections, the argumentation of other possible epistemic paths that recognize the processes of authorship, horizontal and creative dialogue is constructed of teaching in the chronotopic and polyphonic space of the classroom, which are sustained in their potentiality as ethical and aesthetic acts, considering the political act of communality as a product of the social struggles of teachers when building paths of emancipation.

Keywords: historicity-classroom, dialogue-horizontal, authorship-aesthetic-ethical act, teacher social movements, emancipation-teacher.