Espiralidades: arte, vida e presença na pequena infância

Abstract

This article aims to propose new terms for Aesthetic Education in early childhood: approaching life and art and starting with Maurice Merleau-Ponty’s phenomenology (1990a, 1990b), the author rethinks artistic languages as artistic-existential environments: theatricalities, corporalities, spatialities and musicalities. This new view and vocabulary dialogues with the Relational Aesthetics of Bourriaud (2009), who defines art as shared aesthetic experimentation. The author's studies have approached phenomenology, childhood and contemporary art, and thus, through her experience with children as an artist teacher, draws a Spiral Approach to aesthetic initiation in the early years of life. In this way, the adult driver of creative processes detaches himself from the specific contents of each artistic language to absorb a curriculum in arts whose motto is existential and hybrid. The author argues that this way of working is very close to the small child and his/her games, productions, narratives and expressiveness: the child is a total being and his/her ways of being are full of polymorphism and daydreaming, and his/her conception of the world is non-representational.