AESTHETIC EXPERIENCE IN ASTRONOMY EDUCATION

Abstract

This essay aims to interpret how the concept of aesthetic experience, from phenomenology, can be articulated to Astronomy Education. Thus, we will first address philosophy and one of its branches, phenomenology, but from a Merleau-Ponty bias, based on the idea of ​​corporeality. Subsequently, we will present philosophy in Science Education and the phenomenological approach in Science Education from Edvin Østergaard's perspective. Østergaard presents some problems in Science Education, such as ontological reversal and uprooting. To get around these problems, there are aesthetic experiences, which seek to value sensory perception. To present the concept of aesthetic experience in Astronomy Education, we will initially approach the concept of aesthetic experience, from a phenomenological perspective, in Science Education according to Østergaard's view, and then present the aesthetic experiences in Astronomy Education, interpreted from its phenomenology. We conclude that a phenomenological Astronomy Education allows students to become closer to reality, to live in the present more intensely and to create a bond with the nature that surrounds them. Feelings and the aesthetic dimension are taken into consideration and can be used as a starting point for knowledge in Astronomy Education, thus allowing the contouring of abstractions of scientific concepts, distant from the student's reality, present in classrooms.