Artigo percepção e imaginação: provocações na pedagogia

Abstract

Assuming that teaching/ learning art is essential - at intersections and tensions with other fields - as a powerful knowledge field and fundamental for our relationship with the world, we cannot think education without art. But art at school cannot be constrained by concepts such as those of understanding art as accumulated information or as disconnected artistic activities. With no possibility of living significant experiences in art, as advocated by Dewey (2010), no deal. This also relates to the pedagogues’ formation. As most of them have not had the opportunity to live significant art experiences during their basic education. Because of the fact that during that period most of them did not have the chance of having significant experiences in art, we must ensure their access to art education for their training as educators - both for themselves - but also due to the place that they will occupy, ie mainly as teachers of early childhood education and early years of elementary school. This was evident in my recent career in art classes that I have assumed in the UFMG Pedagogy when I found out that a minority of my students had had the opportunity to experience aesthetic / poetic processes in their school life. I also noticed that this lack of experience leaves a gap in relation to Art in most of them. That reflects on how they relate to this field of knowledge. To address this challenge, a powerful way is the "link between perception, imagination, emotion, research, sensitivity and reflection" proposed for the design of Imaginative Cognition, systematized by Lucia Pimentel.