Body, imaginary and co-authorships between the arts, education and play

Abstract

This article reflects on the bodily and expressive dimensions in childhood, the result of doctoral research in Education that investigated the playful, aesthetic and artistic dimensions in educational processes of artistic initiation between artist educators and children at the Municipal School of Artistic Initiation (EMIA), in the city of São Paulo. Based on reflective poetic narratives, educational processes are considered using the fields of play studies, social studies of childhood, phenomenology of perception and the imaginary as an analytical basis. The aim is to broaden and deepen the epistemologies and methodologies of artistic initiation and research with children who, as producers of cultures, participate in educational action, conceiving poetics in co-authorship in art education processes.

Keywords: Children; Imaginary; Artistic initiation; Art and Education; EMIA;