Entre o decalque e a metáfora: a leitura literária como formação estética

Abstract

In this text, based on a passage from Michele Petit, I present a perspective on literary reading as a potential source for aesthetic teacher education, understanding the reading gesture as a metaphor—that is, displacement and openness—in contrast to decal, which results in sameness. In order to defend this idea, I mobilize the concepts of controlled equivocation, as proposed by Eduardo Viveiros de Castro, and aesthetics/anesthetics, proposed by Susan Buck-Morss, to suggest literary reading as a gesture able to offering a possibility of an aesthetic experience in teacher education. Based on the theoretical referencial explored, my conclusion is that literary reading can offer students an aesthetic experience during their undergraduate studies, enabling them to develop aesthetically formative situations in their future teaching practice.