Art and movement experience in early childhood education

Abstract

This article analyzes the integration of contemporary art into Early Childhood Education through the Parangolé Workshop, inspired by the work of Brazilian artist Hélio Oiticica, developed within the context of an academic
experience linked to initial teacher education. Grounded in John Dewey’s conception of art as experience and in the a/r/tographic approach proposed by Belidson Dias and Rita L. Irwin, the study adopts a qualitative, intervention-oriented methodology based on action research. The workshop employed non-conventional materials and bodily movement as central elements of the creative process, emphasizing free expression, aesthetic
experimentation, and children’s protagonism. The methodological procedures included participant observation, field notes, photographic documentation, and reflective reports, enabling the analysis of children’s interactions with materials, the body, and space. The findings indicate that the children began to explore the materialsin original and unforeseen ways, creating their own costumes, accessories, and bodily compositions. The experience also revealed contributions to teacher education by reinforcing pedagogical practices grounded in sensitive mediation, attentive listening, and the appreciation of aesthetic experimentation. The study highlightsthe potential of contemporary art in Early Childhood Education by fostering processes of corporeality, imagination, and creation, broadening the possibilitiesfor art education within the school context.