Experiments in teaching with art in the Initial Years of Basic Education

Abstract

In this article, teaching involved with art asks about the results that a curriculum does not predict: when can these be responsible for an education that addresses issues beyond the assimilation of programmatic contents? And: how can art participate in these moments? The ways of acting with the curriculum are questioned in the face of the infinite possibilities present in the creative forces of art, which may be translated into education in the sensitivity of a teacher who invents didactics that exceed the hard lines of the curriculum, with studies based on Gilles Deleuze, Félix Guattari and Sandra Corazza. The writing discusses the preparation and execution of OficinArtes, meetings with children in the first year of Early Years at a municipal public school. We have some suspicions regarding the guarantees for children to acquire skills in their learning. Our objective was to define some lines that call art as a set of active forces. The doctoral research, from which this article is extracted, used the cartographic method, which has the characteristic of monitoring processes by searching attentively to the clues that arrive. The issue of unfolding a curriculum with more powerful didactics that capture children was problematic. It is in this aspect that a classroom can be a factory of practices responsible for inventive activities. School practices cast on ready-made models require a teacher to meet forces that feed a creative need, with art she can put the curriculum, and everything it involves, in motion.