Educação estética e (auto)formação: singularidades no tornar-se docente

The article reflects on aesthetic training with a mainstay in the trajectory of a higher education teacher. From an autobiographical perspective, she discusses aesthetic experiences from childhood to professional performance in a public university, in the scope of teaching, research and extension. The text is supported by reference authors such as Suassuna (1996, 2008), Freire (2006), Josso (2007), Tardif (2007), Souza (2008), Duarte Junior (2010) e Martins (2011, 2014). Categories such as autobiography, aesthetic education and teacher training are critically discussed. It is inferred that a teacher training with aesthetic bases requires a rich and continuous access to aesthetic-cultural experiences, especially artistic ones, involving possibilities of appreciation, creation and analysis of works of art. It is concluded that each teacher, due to their unique life history and access to cultural formations and collections, has a repertoire and a peculiar way of becoming a teacher, which creates a diverse group of teachers working in the field of aesthetic education.