Art and Language: Flows and Tensions in Education

Abstract

In this article is presented a critical reflection about art and language conceptions which prevail in the Basic Education (BE) curriculum, as well as in the profile of teachers according to the training curriculum in preschool, primary, and secondary levels. In order to contextualize, we recur to drawn coordinates by the evolution of the species and of human development. In the convergence of phylogeny and ontogeny, art and language are situated as conquers from and between men. In this frame the double nature of such objects is recognized as products of evolution and as sources of learning in the development. This critical reflection is supported by the analysis on the interpretation of art and language in the BE curriculum as well as in the conceptions which teachers reproduce through their practice due to the professional training they have received, and also through the curriculum. A result of such conceptions is to have denatured and fragmentary teaching objects with direct repercussions on the student. As an alternative, it is proposed that the individual - in contact with other individuals- organizes his relationship with reality from processes such as perception, appreciation, expression, cognition, configuring again and again to the world and to him.