Educational actions in cultural spaces and their links with concepts of aesthetic education and cultural mediation

This article aims to outline links between educational actions of cultural spaces with concepts of aesthetic education and cultural mediation. Pointing to a bibliographical investigation, of a qualitative approach, as a methodology, we opted for the use of cartography, which proved to be appropriate for the possibility of expanding and multiplying research paths. The choice of mapping methodology is based on Deleuze and Guattari (2019) and Passos, Kastrup and Scotland (2020). We research on cultural institutions in Brazil to identify the characteristics and type of educational actions they offer, as well as the availability of digital materials. Recognizing the existence of a significant number of materials, we find that interested parties need to seek the information. We emphasize the importance of research into these materials by teachers, to promote students' contact with art and culture. We emphasize the importance of this research with regard to the articulation of educational actions of cultural institutions, which through their materials make possible encounters of students from various regions of the country with art. In this sense we understand that the teacher mediator, who researches and shares this knowledge allows his students to make an experience with art. We sought theoretical input for the concept of aesthetic education in Schiller (2013), on the concept of cultural mediation in Martins (2012), Heidegger (2003) assured us the concept of doing an experiment, Rancière (2015), (2017) supported emancipation, among other important authors. As a result, we understand that cultural spaces that offer possibilities to expand dialog, poetic exercise and the perspective of aesthetic education through educational actions, promote opportunities for encounters with art. In the dialogical and poetic exercise of the subject with art the subject plays and moves reason and emotion, which makes it possible to make an experience and educate aesthetically. We emphasize the importance of the teacher researcher and mediator, who is a proponent, who provokes and challenges students to dialog with works of art, activating the playful impulse in the subject, so that he can make an experience on the way to aesthetic education.