Artistic languages are part of the life of all individuals and are present in everyday life since
the first years of life. Among sounds, gestures, images, dances and objects, Art as an area of
knowledge contributes to the socio-emotional, cognitive and corporeal development of
beings. In childhood, artistic languages play a fundamental role in helping children to express
themselves, understand themselves and give meaning to the world around them. This work
proposes a reflexive look about the teaching of Arts in Early Childhood Education, using the
Manoel de Sousa Lima Municipal School, located in the Folha Grossa Village, in the
municipality of Tocantinópolis - TO, as a research location. Based on a qualitative approach,
two interviews conducted during the field research are analyzed, one with the school director
and one with a teacher responsible for Early Childhood Education, in order to understand how
the teaching of Arts is perceived by the Institution and how the activities related to this field
of knowledge. For this, a reflection is made about the conceptions of art and its teaching in
Brazil, as well as the importance of playfulness in the daily lives of children. Among the
results, it appears that the arts approach occurs superficially, without adequate materials and
without training by the responsible professional. The conclusion points to the importance of
public investment in the continued training of professionals who work in this important stage
of basic education to qualify the initial training of children.
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