The dissertation presents the development and result of a theoretical-practical research that
appropriates the reflections of the philosopher Herbert Marcuse on the aesthetic dimension to
think interdisciplinary didactic-pedagogical activities, more specifically, those directed to the
evaluation in Teaching Philosophy. The practice of teaching in the classroom was based on a
methodology of Philosophy Teaching that stimulated criticism, in the framework of the Critical
Theory of Society, although the fulcrum of the research was what we call “aesthetic evaluation”,
a way of evaluating that it stimulated a process of teaching and learning philosophy in na
alternative form – singing, painting, photographing, etc. -, without running away from reading
and text and philosophical themes and problems dealt with in the History of Philosophy. The
objective was to verify to what extent the aesthetic evaluations, that use artistic parameters, can
contribute in a formative process. The interventions took place in 2017 with four 1st year classes
of high school, from Federal Institute of Education, Science and Technology of Tocantins
(IFTO/Campus Palmas). About 120 students took part in the research, in a context in which
two weekly classes, with fifty minutes each, served to apply the interventions. The aesthetic
evaluations related Philosophy and Arts starting from art as reflection for the textual production
and, in most cases, the philosophical text for artistic production. The students were led to
produce philosophical texts interpreting artistic forms but, above all, they were instigated to
present different artistic expressions of philosophical themes treated in the classroom. The
qualitative research followed the methodological assumptions of Critical Theory to highlight
the contradictions in the process of contemporary educational formation and, more specifically,
the evaluation in Philosophy, trying to bring the syntheses from a theoretical investigation that
merges with the interpretation of the contents present in the students’ productions. The analysis
and interpretation of the data have brought important indicatives to this methodology of
Philosophy Teaching and to the process of evaluation, namely, that the practice of
interdisciplinary in Teaching Philosophy with Arts is an indispensable alternative in the critical
process of teaching and learning, as well as presenting a way of evaluating the value of students’
philosophical and artistic productions.
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