Before art and through art: for the benign installation of uncertainty in education

Abstract

This paper, near the essay configuration, settles in the observation of artistic formations in schools of 1st Cycle Basic Education. In it, we reflect on how the benign introduction of uncertainty in education could contribute to the inversion of the hyper-rationalized educational paradigm, bringing it positively closer to the Freirean ontological perspective.
We suggest that we place ourselves in a position prior to the integration of art in education, looking for places of questioning that radicalize, even if philosophically, the position of certainty – standardization, formatting, techniczation, stigmatization, exclusion, control and uniformity; only in this way can we think of an education that respects the “ontological vocation of being subject” (Freire, 1967: 36), an incomplete, unfinished and unconclusioned vocation, therefore, subjective and in becoming, which must constantly place us in reflective, critical and questioning states, in which art can play a fundamental role.