Education by art: Self-education in Preschool and the 1st Cycle of Basic Education

study: to associate it with the promotion of self-education and to justify the dimension of Art therapy in school and non-school contexts. We were able to obtain a qualitative and quantitative methodology through a sample of 151 teachers and students from the higher education institution to which we belong. Fifty-six individuals (37% of the sample) answered the survey, via Google Forms , a utilitarian model, but with some constraints in reading some dimensions. We have recorded some considerable results: Artistic Education still has a strong impact on the educational system; Art Education conquers space in a journey where interdisciplinarity, multidisciplinarity and transdisciplinarity constitute an irreversible path; Art therapy obtains a high appreciation from respondents, deserving of an in-depth study. POASR (Portugal Open Access Scientiﬁc Repositories) and Google Scholar were the capital platforms for the solidiﬁcation of the theoretical foundation. We consider a fundamental conclusion: the artistic dimensions will be more visible with a basic positional reinforcement (educators, teachers and groupings) through a solid collaboration in the Arts/Expressions in order to reach a high level in Education for Art, moment, among others, in which the child will feel the beneﬁts of self-education.

into school education in a less honorable way; one consequence was the training of multipurpose teachers, professionals in fine arts, music and performing arts in a short course (two years) that, in the classroom, presented decontextualized techniques.
In the middle of World War II, the philosopher Herbert Read launched the work Education through Art (1943) which involves art as an integral part of the educational process itself that advocates a new approach in the transmission of knowledge, considering the expressive, creative, artistic and aesthetic activities implicit in the integral and humanist formation of children and adolescents. The principle emerged, but acceptance, as a novelty, is always time consuming, besides, the author, continuing the path of anarchism -coertion that did not let revenge in the educational environment -and living in a period of belligerence (KEEL, 1969).
However, UNESCO, with the concern of bringing the concepts of Education through Art and Artistic Education closer together, recalls the right to education and culture by giving voice to a concept that we intend to explore in education (CASALS, 2012), in a collaborative process because we reinvent ourselves and every day we return to the different places where we live, producing culture with the people with whom we interact. This is the inexorable process of humanization where children take their first steps in school, remarkable for their whole life, in Education by art: Self-education in Preschool and the 1st Cycle of Basic Education www.nucleodoconhecimento.com.br most of the pedagogical experiences then rehearsed, often being even his promoter "[…] as those of co-education, integration of students with special educational needs, the 7th and 8th experimental years and the use of audiovisual media", making it a reference school.
Calvet de Magalhães embraced the cause of Education for Art, the artistic expression of students, art as a starting point for other learning, for individual and collective enrichment (SANTOS, 2013, p. 45-46): He was able to make it happen in the organization of the school, from the walls covered with quotations and paintings of the students -and that none dared to spoil -of which he was well proud -to the opening of the school to parents, to the neighborhood, to the community through cultural sessions on Saturday mornings; from the clubs of interests that promoted the importance he gave to the word, to the languages, to the expression of young people and to the way he took advantage of the interests and talents of the teachers he hired.
We believe that it was an experience that did not have the basis of dissemination and, as a barrier, the non-absorption by the ministerial guardianship, whose principles of the Estado Novo were not in line with the spirit of freedom that was implicit in this pedagogy of art. Just remember that the rectors and principals were powerful figures at the school level, with effective powers with teachers and their staff. Calvet de Magalhães (tragically dying in 1974 in the workplace), ran a school in the Neighborhood of Ajuda (Lisbon), in a strange social intersection to half-walls with middle-class dwellings, high bourgeois mansions and slums, the Francisco de Arruda school "was a true miracle of pedagogical experimentalism" [2].

ARQUIMEDES DA SILVA SANTOS IN THE HIGHER SCHOOL OF EDUCATION BY ART
While in the 1970s, Choral Singing and Drawing were the artistic disciplines of school curricula (CÂMARA, 2007), the School of Education for Art remained between 1971 and1981 at the National Conservatory, with the essential contribution of Arquimedes da Silva Santos, whose discipline of Psychopedagogy of Artistic Expression (1973)(1974) presented, in the first topic, Generic Vision of Education for Art, repeating itself in 1979/1980(MEIRA, 2015. Applicants were admitted at least 16 years of age (with the 7th year of high schools). The  [3], which favored the formation of the individual as an element of a social collective, in line with what is called Education for Art [4]. We deduce that education by art, since the 1950s. XX, circulated to the taste of ministerial decision-makers not imposing itself as a methodology to follow in a perspective of selfeducation, regardless of whether it was addressed in the Estado Novo or post-April 25, 1974.
And if something has sprouted is the foundations that we owe, that is, the result of the work of educators and teachers who intend to exercise their mission with the conviction that our era is to focus all attention on each child and student, providing the tools of autonomy and consequent self-education -in addition, of course, the cases of Calvet de Magalhães and Arquimedes dos Santos Silva , among others.
Will we have the answer with the National Arts Plan? [5]. This is the project of the Ministries of We do not know progress, after more than a year, and the possibility of success of Education

The authors record the formation of a team of specialists -Aesthetic and Artistic Education
Team -based on internationally recognized programs, which conceived the so-called Aesthetic and Artistic Education Program in the School Context; its implementation in the 1st BEC, which was optional by the school and always done through non-specialist teachers, covered about eighty school groups throughout the country. We did not know the results, because the intention of the team was to evaluate its impact in terms of learning after 2017, Education by art: Self-education in Preschool and the 1st Cycle of Basic Education www.nucleodoconhecimento.com.br when the study was released.
We can see that Aesthetic and Artistic Education does not differ substantially from Education by Art, a fact that we are pleased to record, because, by apparently different paths, we have reached the objective: to provide children with a path of self-education through art.

THE SUSTAINABILITY OF EDUCATION THROUGH ART
Education through art for a sustainable future is a study that brings together the educational and social fields. Teresa Torres Pereira de Eça (2010)   We coincide with Eça (2010), in its cross-sectional and longitudinal approach, where education through art underlies the construction of a sustainable future, because they promote creativity, innovation and critical thinking, that is, the fundamental capacities for a liberating culture, equality and social responsibility.
Education through art, when it focuses on citizenship and values, can transform the curriculum and recreate the school through transdisciplinary projects, breaking the barriers between areas of knowledge, there is a need to review and reformulate the current paradigms of education and approaches through art and, above all, establish strongly in the training of educators and teachers (EÇA , 2010).
Artistic education and the promotion of creativity and innovation are based in studies where students who have followed a path with a good-level art education in any area (musical, visual, drama, dance), have developed interpersonal and intrapersonal abilities, being more tolerant, managing to "[…] use divergent and convergent thinking, are more curious, more open to change, are not afraid to risk and are more critical than students who have not had access to artistic education programs" (EÇA , 2010, p. 5). Moreover, based on studies, the author points out that a quality artistic education will provide vision and vision skills, perseverance, more playful abilities, more propensity to learn through mistakes, more critical and more able to justify their opinions.
Eça ( The case study is Education for Art in the Preschool and the 1st BEC, a concern common to countless teachers who understand that children, educators and teachers would achieve immeasurable levels of learning if it were implemented with the guarantee of promoting their     It is worth resorting to Freud who did not use art as part of the psychotherapeutic process (REIS, 2016). Art therapy was discovered in the work of the English painter Adrian Hill (Art vs Ilness, 1945), who used internment time to paint: doctors noticed a faster recovery than other patients. Jacobson (1974( , p. 41 apud ROCHA, 2010  As for Dramatherapy, the "fantasy games" and "make-believe" -improperly called dramatic play or dramatic expression -will have their origin in the playful activity of the child and not in the Greek theater, as some authors believe (AVELINO andBENTO, 1989 apud SOUSA, 2003, II, p. 22).
Art therapy finds different applications in health-based evaluation, prevention, treatment and rehabilitation; the field of activity has expanded, but insufficiently. The "development of Art therapy as a specific area of work took place in Psychology" (REIS, 2016, p. 144). At present, the most important thing is to enlarge it. With adequate training and recourse to specialists?
Of course, because this is the only way educators and teachers will be able to feed an area as necessary as those that are part of the OCEPE and the Curriculum Plan of the 1st BEC . In the EP, I completely agree and agree to get 36.9%; if we add do not agree or disagree (17.3%), the three dimensions are 54.2%. In general, I completely agree and agree to 65.7% while I completely disagree and disagree reach 64.2%, sharing, practically, as in the individual analysis. It is a dimension to work broadly at these two levels of education; experiences are not yet as broad as one would require, and training does not allow educators, teachers, parents and guardians to value it adequately. eight educational establishments using this practice. A start, we affirm, but it is a record that leads us to the belief of broad results in the near future. Graph 9 Education by art: Self-education in Preschool and the 1st Cycle of Basic Education www.nucleodoconhecimento.com.br

Source: Data obtained from the Google Forms survey
Outside the school context, half of the respondents are aware of projects in Art Therapy.
Those who indicate the answers do not and perhaps have to do with the fact that there is not enough information about the projects or simply that it is not an area that asks them to pay attention. Esteves (2013)

Graph 11
Source: Data obtained from the Google Forms survey I completely agree (5) and agree (4) total 89.1%. Artistic activities not only contribute to the child's development, but also increase their self-esteem and reasoning skills; these agents contribute to improvements in other matters in the interdisciplinarity competition. Thus, Eisner (apud CATTERALL, 2012) states that there are too many works that are sustained, with a lot of active interest in the possible relationships between the involvement of the arts in teaching and the development of skills that contribute to school success.
The place of art in school is configured from a pre-established curriculum, which is  The majority (60.9%) I totally agree (5) assumes that artistic activities are a practice to adopt in all hospital units aimed at children, followed by 34.8% who say they agree (4), being only contradicted by 2.2%, who deny this need. Without opinion, they declared themselves 2.2%.
Lack of information to identify the option of 4.4% -null or disagreement.
Cruz (2012)  In addition, I agree and agree completely, the proximity of the three dimensions is notorious, evidencing itself slightly above The arts and expressions promote the development of the child (93.4%), deducing that the respondents are at a high level of understanding in relation to the issues considered; that is, the arts have a preponderant role in the development of children with special needs.
In the objectives of the educational process in arts, the dimensions consolidate movement and experience and develop self-education have similar values and are completed in the order of 85%; objectives are appropriate to the timeliness of teaching.
In interdisciplinarity and its contributions to the promotion of the arts, Plastic Expression (91.3%) -below dramatic expression (97.8%) and Musical Expression (95.6%) -admires for being one of the most worked areas in teaching and art therapy.
Art therapy as a psychotherapeutic treatment has the option of Music Therapy (75%) and Plastic Expression (65.2%). In areas of intervention appropriate to Art therapy, the undeniable option focuses on the educational aspect (100%). Art therapy as a familiar concept is revealed in Preschool schools and a little more than 50% in the 1st BEC. Half of the respondents do not know Art Therapy Projects in teaching units and 26.1% are not sure of their knowledge on this subject. Outside the school context, half of the respondents are aware of projects in Art Therapy. This is one of the dimensions that there is much to look forward to in terms of quality and promotion of self-education.
On the arts with hospitalized children, music, drawing, painting, dance, singing and sport, the majority of respondents (69.6%) considers that all areas arouse distinct interests in children.
It is the full assumption of difference in every child.
The appreciation attributed to artistic activities in school performance reaches 89.1%, contributing to the child's development and increasing their self-esteem and reasoning capacity; these actors contribute to improvements in other interdisciplinary matters; totally agrees that artistic activities are a practice to be adopted in all hospital units reaching 60.9%, probably lacking more solid information about their benefits.
The role of arts and expressions in the development of children with special needs, namely ASD (Autism Spectrum Disorder) is capital for (93.4%).

FINAL CONSIDERATIONS
Herbert Read was the capital for the movements that advocated Education for Art in Portugal; however, we resort to studies that deal with Education by Art, but without including that author in the bibliographic references. This may mean the acquisition of autonomy by pedagogues who, exercising projects, have reached enriching conclusions for Education by Art.
The objectives outlined are echoed in the results: a) to associate Education by Art with the promotion of self-education (graph tables 1, 3, 5, 10, 11; b) to evaluate the promotion of arts in teaching, including interdisciplinarity and events (graph tables 1,2,3,4,14); c) to justify the dimension of Art therapy in school and non-school contexts (graph tables 5, 6, 7, 8; d) understand school performance with performance in artistic activities in non-school context and in children with special needs (graph tables 9, 10, 11, 12, 13).
The Expressions/Arts trigger their motivational interests in the child, becoming aware of themselves as authors and image builders (HOHMANN andWEIKART, 1997 apud CANELAS, 2015). Impulses, sensations and feelings need free expression. Artistic experiences provide cognitive, affective, expressive possibilities -such as creation, reflection and understanding that favor the construction of personal and social identity (FRÓIS et al., 2000apud CANELAS, 2015.
In the results, artistic education predominates, leaving teachers an opening for Education for About the starting question -What is the role of Art Education for the evolution of the Preschool and the 1st BEC? -the results are encouraging, but, not reaching the legislative impositions, the work to be done to promote Education by Art will have to be carried out on the basis: educators, teachers, sociocultural agents and other community. We need to take advantage of the emulation of the numerous examples of Preschool and 1st BEC to support a reality we want next, taking advantage of the investments of researchers and results that are on the ground.
It is basic that Education by Art achieves a dignified status as a corollary of a humanist commitment, constituting an instrument for self-education, a study that we will deepen later.
The artistic dimensions will be more visible with a basic positional reinforcement through a solid interdisciplinary collaboration in the Arts/Expressions in order to reach the level of Education for Art, moment, among others, in which the child will feel the benefits of selfeducation. We will soon go back to some of the dimensions discussed here.