Educational historiography on aesthetics and sensibilities in Latin American: a balance (which is known to be) incomplete

Abstract

In this paper, we sought to deploy a set of studies on aesthetics and school sensibilities developed in Latin America in the last decades. Although evidences of these themes are perceptible in previous works, the effects of the so-called ‘affective turn’ in social sciences, and more specifically in educational historiography, allowed for new cuts and deepening through the construction of approaches that adopted particularities of the region. It is not expected to produce a classification of definitions and see which one applies better, or to determine if it is better to talk about feelings, emotions, aesthetic sensibilities, or another, but to see in which conceptual matrices are inscribed their uses and potentialities for current works or future development.