The Genesis of Aesthetic Sensitivity in Carolina de Jesus: Challenges for Educators

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Studies in Philosophy and Education Pub Date : 2024-04-18 DOI:10.1007/s11217-024-09935-6

Erika Natacha Fernandes de Andrade, Marcus Vinicius da Cunha, Tatiana Cristina Santana Viruez

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Abstract

Brazilian writer Carolina Maria de Jesus (1914–1977) was born in a rural community and spent most of her life in a slum. Despite this, her literary work achieved remarkable editorial success, having its value recognized by critics and academic circles. This paper analyzes Carolina Maria de Jesus’s autobiographical narratives in the light of John Dewey’s aesthetic theory, with the purpose of investigating the factors responsible for the development of her aesthetic sensitivity – intellectual and emotional dispositions favorable to involvement with artistic practices. The results suggest that Carolina Maria de Jesus’s literary skills, which express not only individual but also collective yearnings, resulted from the incentive she received to think about things that do not exist and from her relationship with people who favored the formation of a personality open to varied experiences. Such results are presented as requirements for a democratic and humanist education that aims at the flowering of aesthetic sensitivity and encourages educators and students to believe in their creative potential.

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卡罗莱纳-德-热苏斯审美敏感性的起源：教育工作者面临的挑战

巴西作家卡罗琳娜-玛丽亚-德热苏斯（Carolina Maria de Jesus，1914-1977 年）出生于农村，一生大部分时间在贫民窟度过。尽管如此，她的文学作品在编辑上取得了巨大成功，其价值得到了评论界和学术界的认可。本文以约翰-杜威的美学理论为基础，分析了卡罗琳娜-玛丽亚-德-热苏斯的自传体叙事，目的是研究她的审美敏感性发展的因素--有利于参与艺术实践的智力和情感倾向。研究结果表明，卡罗琳娜-玛丽亚-德热苏斯的文学技巧不仅表达了个人的渴望，也表达了集体的渴望，这得益于她对不存在的事物进行思考的动力，也得益于她与那些有利于形成开放的个性、接受各种体验的人的关系。这些成果是民主和人文主义教育的要求，旨在培养审美敏感性，鼓励教育者和学生相信自己的创造潜力。

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来源期刊

Studies in Philosophy and Education Multiple-

CiteScore

2.50

自引率

10.00%

发文量

期刊介绍： Studies in Philosophy and Education is an international peer-reviewed journal that focuses on the philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice. As such, Studies in Philosophy and Education is not the expression of any one philosophical or theoretical school or cultural tradition. Rather, the journal promotes exchange and collaboration among philosophers, philosophers of education, educational and social science researchers, and educational policy makers throughout the world. Contributions that address this wide audience, while clearly presenting a philosophical argument and reflecting standards of academic excellence, are encouraged. Topics may range widely from important methodological issues in educational research as shaped by the philosophy of science to substantive educational policy problems as shaped by moral and social and political philosophy and educational theory. In addition, single issues of the journal are occasionally devoted to the critical discussion of a special topic of educational and philosophical importance. There is also a frequent Reviews and Rejoinders’ section, featuring book review essays with replies from the authors.