Pedagogical Intentionality in Art

Abstract

In this article we consider an Art class experience (Drama and Dance) for children aged between 4 and 6 years old to analyze possible overlaps between both artistic and pedagogical intentionality. To this end, we describe part of a teaching experiment carried out by the author. The purpose of the experiment was to offer continued training for Early Childhood Education teachers and/or those who worked as Art teachers in elementary school. The experiment was carried out at the Federal University of Tocantins / Brazil. Our assumption is that there is an extensive set of dimensions of artistic intentionality that are often not considered in educational contexts. Generally, the playful dimension of Art is overly valued to the detriment of other dimensions, including ritualistic, political, poetic, aesthetic and festive one. In this way, we understand that methodological propositions in artistic experiences for and with young children tend to reduce the possibilities of constructing artistic knowledge to the aspects of art that playfulness makes present. As an alternative to this restrictive perspective, we assert the need to insert traits from other dimensions of Art in the constitution of pedagogical intentionality. We suggest that we should select not only themes and phenomena of Art, but also artistic instruments, procedures and notions assumed as methodological instruments.