Aesthetic education in early Chidhood Education as political act

Abstract

The article aims to characterize the foundations of experiences that enhance the aesthetic development of young children and to reflect on their contributions to the construction of meaning and political proposals in early childhood education. The discussion is based on data obtained from a qualitative research study, using the case study method and inspired by research methodology studies with children. This study was conducted with a group of five-year-old girls and boys from a public institution in Corumbá-MS. The analysis was based on historical-cultural theory, especially the assumptions of Vygotsky, and enabled the identification of play, language, art, and other experiences that enhance aesthetic development. It was also found that the construction of meaning, and sense, encouragement of voluntariness, and the unity of affect and cognition are principles of aesthetic quality in experiences. The initial and continuing training of teachers is indicated as the locus par excellence where such principles are discussed and gain political meaning, enabling sharing of sensory experiences that aim at aesthetic development, as well as mobilization in favor of counter-hegemonic public policies for early childhood education that value diversity, democratization of human production, guarantee of rights, and justice.