Aesthetic experience and school: cartography of meetings with childhood and art in the early years of elementary school

Abstract

This study is part of a broader research, which found childhood, art and aesthetic experience in the early years of Elementary School and invited them to go for a walk, especially with children in the school “spacetime”. In general, the research sought to map the (im)possible (un)meetings of childhood, art and aesthetic experience at school. However, this article specifically highlights the (im)possible (un)meetings of aesthetic experience at school. He considers aesthetic experience as a broader and more sensitive relationship with the world, as indicated by Guedes and Ferreira (2017), and highlights the challenges posed by modernity for such a relationship to happen, as stated by Pedro Pagni (2014). The research was carried out with 41 (forty-one) children and 06 (six) teachers at a public school based on a common and heterogeneous plan for data production inspired by cartography. The data indicate, among other discoveries, copying and silence as part of the modern project to reduce the aesthetic experience and highlights the transformations triggered by children through writing, drawing and conversation as alternative existence to that project at school. In this way, the (un)possible (un)meetings of the aesthetic experience highlighted undermine all totalitarian knowledge and power, the aesthetic experience seems to breathe life into the school, to animate it.