THE VARIOUS WAYS OF ART IN TEACHER TRAINING.

Abstract

This study aims to develop analysis and arguments about the value of art in undergraduate education with special attention to teacher training. The art embodies creation and imagination as sources and ways to broaden the perspectives of academic and social production of knowledge. The adopted methodology is the essay, with theoretical  and conceptual foundations that support the result of analyzis. The argument is constructed in order to emphasize in art and imagination the possibilities to sharpen the observations that are potencialized by the look with interest and motivation and emotion. The elements of the natural and social environment, which are objects of learning and researching are revealed more widely and deeply in the light of artistic vision and imagery inspiration. Through art, imagination and creativity can reconstruct the real and, in it, the beliefs, ideas, and expectations. Thus, the relationship between art, imagination, sensitivity and awareness implies a concept of art and its symbols and expressions imaginary as vectors of significant discoveries, approaching the subject and object of knowledge, through aesthetic experiences and sensitive. The emergence of the being poetic and sensitive conscience is not, a priori, preceding the aesthetic experience; both - being and consciousness - are part of this experience which combines strangeness and questions, sensitive perceptions and creative imagination, reality and transcendence.