AESTHETIC CROSSINGS IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION: CONTRIBUTIONS TO COMPREHENSIVE EDUCATION

Abstract

The training possibilities in professional and technological education are permeated by inventive movements that touch the dimensions of affection, presence, and aesthetics. This article seeks to establish a dialogue around the feasibility of practices and encounters in education that cultivate sensitive expressions linked to the integrated curriculum, understood as an opening that expands relationships with the world. Therefore, the reductionist vision that links professional and technological education to projects to achieve objectives aimed exclusively at meeting immediate demands is criticized. From the reports of subjects participating in/of professional education, the importance of actions linked to art and culture in the mobilization of the integrated curriculum and in the consequences generated in the participation engaged in these activities was perceived, strengthening the proposition that it is possible to converse by expanding to notions of an education that cultivates attention, walking, and movements. It was also noticed, through narratives conveyed around a chess project, since the sport insinuates unusual contours and, as well as actions in art and culture, finding territories and expanding to others in professional education, in and for which bodies , affections, desires and projects converge, in what we propose to be the aesthetic dimension in this modality of education.