Abstract
The notion of aesthetic quality addresses a dimension of educational processes that is still scarcely explored and linked to various modes of sensitive perception in pedagogical times and spaces. Regarding aesthetics as a constitutive dimension of educational quality in general, we examine two critical aspects for its research: 1) the normative implications of the notion of quality; 2) the normative distinctions that operate implicitly or explicitly in the pedagogical and aesthetic realm. The essay is developed in four moments. First, we present the state of the art of the research on aesthetic quality in Chile drawing on the example of research on school environment. Second, we analyze the difficulties posed by this notion in pedagogical and aesthetic terms. Third, we distinguish three types of normativity in this kind of research (perceptual, aesthetic and pedagogical). Finally, we offer some reflections on the scope and limits of researching this notion.
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