Development and its applications in scientific knowledge Living education in the pandemic: Aesthesia, listening and interaction 1 Living education in the pandemic: Aesthesia, listening and interaction https://doi.org/10.56238/devopinterscie-278 Leslye Revely dos Santos ARguello Mirian Celeste Martins ABSTRACT The pandemic certainly leaves important marks on education because it requires an expansion of the use of the web. Although visual language was considered important since the 17th century with Comenius, the use of visual technologies can also provoke unprecedented listening and interaction. In this sense, this article presents an experience with the padlet application around the concept of esthesia and a survey about the Digital Arts produced during the pandemic to verify the perception of the responding public. The results helped to raise reflections on the concept and perceptions regarding different art manifestations, the symbols linked to the pandemic and allow for thinking about possible ways of practices that revive the questions about visual technologies in teacher education in all segments. Keywords: Digital arts, Andsthesia, Perception, Art, Cultural mediation. 1 INTRODUCTION Layers and layers of lives, of times, of spaces, of fears and worries for what we do not yet know, in total uncertainty for something that is not seen, but is there. Tensions lurk, lurk and at the same time there is the urgency of action that can transform the long wait. He waits for news from relatives and friends, waits for an ICU bed, for the effectiveness of medicines and vaccines, waits to be with others and hug and play together, and so many other layers lived in the hope of better times. In these layers we are, immersed entirely in the condition of teachers and researchers. We were prepared to work WITH the students, with the other teachers, and yet, even in times before the pandemic, we weren't sure either, we were also trying to get it right. What we built in the classroom was up to us, with hits and misses, but it remained in the memory of those who had lived the collective experience of that particular class and its combinations and commissions, which, in a certain way, projected the future. Suddenly, everything changes. Like layers of earth that move and cause earthquakes, the floor of the school shook. It opened cracks and there were many forms of creation, planning, search for technologies and the realization of not knowing. In our teaching experience, the rupture was not total. Links made in the classroom, objectives in progress, proposals already initiated triggered a new space for collective action. There were a lot of losses. On the other hand, other possibilities were born and showed that interaction is possible, especially when we start a new class only by virtual classes. Chapter 278