STOP MOTION AS A POSSIBILITY FOR AESTHETIC EDUCATION IN TEACHER TRAINING

Abstract

This study investigated the relationship between artistic-digital processes, specifically stop-motion practices, and the promotion of aesthetic education in teacher training. Using a qualitative approach inspired by artistic research methodology, the study aimed to identify the experiences involved in creating stop-motion animation and its potential to foster aesthetic education in teacher preparation. Artistic research presupposes an interweaving of sensitivity and reflection, allowing for the construction of knowledge through creative experience itself. Through a combination of literature review and empirical practice, a pre-service pedagogy student produced a stop-motion short film, engaging with concepts from the philosophy of education. The results indicate that stop-motion is a viable tool both in initial and continuing teacher education, as well as in teachers' work in basic education, given the technological accessibility and aesthetic potential of the process. The key aspects identified include: (i) the encouragement of interdisciplinary dialogue and the poeticization of knowledge; (ii) a qualified aesthetic experience, integrating knowledge and emotions; and (iii) the development of sensitivity, imagination, and critical reflection. It is concluded that incorporating stop-motion into teacher education fosters a more sensitive and creative pedagogical practice, expanding the possibilities for interaction between art, teaching, and knowledge production.