Estudos Pedagógicos

Abstract

Currently, one of the great challenges of Arts Education in the school environment is to fulfill the didactic-pedagogical requirements in educational institutions. In this perspective, Salvador (2007) states that: [...] methodological strategies regularly point to immobility, to the construction of knowledge prioritized in the cognitive aspect, with little attention to body expressions and the movements constructed by students, which translate a set accumulated knowledge, culture, politics and history (p. 246). Thus, the question arises: would it be possible to carry out pedagogical practices in Arts classes in order to provide a meaningful experience for an education for life? In view of this problem, we consider that socio-emotional skills are a likely alternative for planning diverse and potentially relevant activities, using different school environments. Corroborating in this sense, the Reggio Emilia approach presents this approach, in which, in early childhood education, children can communicate their ideas, feelings, observations through visual representation (EDWARDS, FORMAN AND GANDINI, 1999, p. 43).