| Summary: | Educational programs have supported their work structure from the logic set by The Development, where the rationalist conception of knowledge has been installed hegemonic through the evolutionary theories, making think that any type of human transformation is produced through some predetermined processes. So, it draws a line that frames and directs all sorts of ways of thinking towards a single and specific way of being. That’s why it is not strange that any field of knowledge has been tied to a few standards where art is reduced to a tool of education and childhood to an evolutionary stage.
This line, predefined by the logics of development has settled in the field of early childhood education, establishing itself in all fields of knowledge, including in the fields of art. Artistic practices within the educational field have gained new didactics, so have moved away from the proper actions of artists and children. The world of daily life has entered the lens of representation, competences, artistic skills and quality standards, in order that the mantle of education covers with an apparent kindness, the ways of making of art and children.
This article, from the research journey through different experiences between art and pedagogy, will try to show that art is an action that resonates in the making of research and childhood, that investigate is a way to take position, and that art from research makes sense when sensitivity causes damage fracturing those central glances, because it makes feel the marginality, the one that is heard even if you do not want to, the one that it makes feel surprise more than originality.
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