Art Education as a Territory of Encounter and Development

Abstract

This experience report discusses how art education, beyond a mere technical resource, emerges as a space for exchange and discovery where children are protagonists. The proposal is to mediate and foster the spontaneous flow of collectivity, moving away from predetermined and restrictive views of art. This work analyzes the "Cirandar" project, developed in a school, which aimed to invite a group of children to engage in perception, observation, and a sense of collectivity through music and movement, contributing to their holistic development. The study is an analytical experience report, aligned with the perspective of meanings and qualitative epistemology. It recognizes lived experience as a legitimate form of knowledge production, valuing the researcher's involvement and the ethical dimension of practice. The "Cirandar" project, involving over one hundred children in circular dance activities and circle songs, demonstrated improved synchronicity, the formation of a collective concept, and strengthened bonds. There was also an expansion of cultural repertoire, improved concentration, and increased engagement from the entire school community. Artistic activities promote the development of individual and collective consciousness, non-verbal expression of corporeality, cultural and sensory broadening, fostering autonomy and affectivity, and enhancing concentration. Art mobilizes higher psychological functions and reconfigures the subject-world relationship, promoting humanization. By integrating music and dance, art education transcends disciplinary fragmentation, activating senses, imagination, and subjective expression. It asserts itself as a powerful field for shaping sensitive, creative, and critical individuals, driving more humane and meaningful educational experiences.