This research addresses the theme: contributions of artistic languages to the integral
formation of the child: dance, music, theater and visual arts. The general objective is:
to understand the role of art in the school curriculum and the significant learning of
artistic languages for children. Targeting specifically. a) understand the historical
context of arts teaching in Brazil and the art legislation; b) reflect on the learning that
art teaching can provide in the child's development and, c) analyze the curricular
proposal of Art constant in the BNCC for the teaching of Art. It is a qualitative
investigation of an explanatory and documental nature, in order to be aware of the
intensity and nature of the problem, it was mediated by a bibliographical research, thus
implying an investigative approach on the educational context of the curricular
component of Arts. In order to reach the proposed objectives, the following question
arises: What does the child learn when arts are taught at school? For this, it is justified
that in the school space artistic languages are portrayed in a romanticized way, having
a utilitarian sense. Most teachers are unaware of the role of art in the school curriculum
and are not clear about how to work with the arts at school, with this, they restrict their
educational practice into a mechanical and meaningless exercise, since artistic making
is often based on the reproduction and repetition. Therefore, the results of this research
show that the curricular component of Arts is essential in the child's formation process,
since artistic languages bring significant knowledge that contribute to children's
criticality, with regard to reflective and appreciative actions of art. Artistic training can
provide a better understanding of cultural values and the world.
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