Resumo

OSTETTO, Luciana Esmeralda  e  SILVA, Greice Duarte de Brito. Teacher education, Childhood Education and art: among failure, needs and desires. Rev. Educ. e Cult. Contemp. [online]. 2018, vol.15, n.41, pp.260-287.  Epub 15-Out-2018. ISSN 2238-1279.  https://doi.org/10.5935/2238-1279.20180077.

Brazilian education laws provide inclusion of art in the curriculum since childhood. Thus, we ask: Is Art in Pedagogy? How is it? What is the contribution of Art to the teaching education courses to Childhood Education? Those questions propel reflection on the presence and forms or insertion of Art in the courses of Pedagogy and Childhood Education. If, on the one hand, the inclusion of aesthetic principles in the guidelines that rule the teacher education courses reaffirms the need for development and learning of the playful aspects and expressive languages for teaching; on the other hand, recent researches indicate the peripheral location of Art in curriculum, or its total lack. Thus, this paper gives visibility to investigations that used the theoretical and methodological contribution of the (auto)biographical research and discussed the centrality of the esthetical and cultural dimensions as formative principles. The analysis used articulates aspects of legal determination on teaching education, conceptual issues and requirements of teaching practice. The narrative of Childhood Education teachers and the aesthetic education paths shared in the research mentioned indicate elements that contribute to the reflection on teaching education, which must assure space-time to experimentation, expression, creation, possibility and movement freedom. In spaces constituted this way, more than isolated art classrooms, sensibility articulated with thinking is cultivated, aesthetic education paths are affirmed, which is always a redevelopment of contact with the world – nature, society, culture, art.

Palavras-chave : Childhood Education; Aesthetic education; Art; Autobiographical narratives.

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