Investigations concerning the specificities of the expressive movement of the body, artistic and physical-motor, seen as global knowledge, have to be carried out in the school context. This discussion is essential to understand the purposes of contemporary basic education.
This presentation is part oh a PhD thesis. The main objective of the study is to understand the expressive movements of the body that emerge from the corporal interactions between teachers and students and its possibilities, regarding artistic and physical-motor experiences in the first years of basic education in two contexts: Portugal and in Brazil.
The investigation aims to understand the visibilities and invisibilities of expressive movements in basic education. The study is based on the subjectivities of the education protagonists and the organizational conditions of the institutions. It is also its goal to identify body interactions between teachers and students as cognitive, emotional, motor and social experiences. The sharing of values related to the expressions’ education of the bodies allows an articulation of childhood narratives and narratives of teacher professionalism about a body movement's expression in basic education, between a pedagogical responsibility and an educational relationship.
The role that schools play in the teachers' professional performance and in the child's education that promotes the expressivity of the body will be analyzed: by the educational intervention projects they have in school and by the active promotion that value the expressions areas that are shared by the educational community; in order to perceive the fundamentals and the guiding principles that these materials in the basic education.
The literature review shows that the development of artistic and physical-motor experiences, in educational institutional contexts, is fundamental from the first years of the children's lives. These experiences are considered as powerful moments that attribute intensity to the life, highlighting the emotional and personal interests (as a motive of material and bodily experimentation), as an essential principle that enables a greater capacity for awareness and action of the expressive movement of the body (Arnheim, 1999; Merleau-Ponty, 1999; Dewey, 2007; Tutchell, 2014).
In order to go deeper in the study on the characterization and the implication of basic education in the expressive movement of the body, it seems relevant to take into account the studies on the professionalism of teachers in articulation with the experiences of students in their schooling process, through factors that define, for example: the programmatic orientations of the artistic and physical-motor areas of their curricula and the organizational conditions of the institution that welcomes them. Thus, this research will deepen the analysis of three pillars of education, highlighting teacher professionalism, childhood experience and school education (Pereira, 2010), problematizing them from the concept of education of expressions (Eisner, 1972).
The teachers' practices of basic education are the result of their critical or conformist positions towards their personal and professional paths, demonstrating that being a teacher is a process of transformation that shapes professional identity (see Kenny, Finneran and Mitchell, 2015).
The conceptions about education through art refer to the greater value of organized educational programs based on the specificities that characterize the body in motion (Read, 1943). They are considered as promoting a balanced development of the child, for themselves, for others and for their environment, developing critically with creativity, in an intercultural society (Barbosa, 2005; Atkinson, 2012).
The childhood configuration, as a social construct, of culturally contextualized essence, comprises symbolic and cultural worlds involving different social influences, such as basic education (see James, Jenks and Prout, 1998), proving to be a key concept for this study.

Atkinson, Dennis (2012). Contemporary Art and Art in Education: The New, Emancipation and Truth. International Journal of Art & Design Education Vol.31(1), 5-18. Barbosa, Ana (Org.). (2005). Arte/educação contemporânea: consonâncias internacionais. São Paulo: Cortez. Bardin, Laurence (2011). Análise de conteúdo. Lisbon: Edições 70. Berger, Guy (2009). A investigação em educação: modelos socioepistemológicos e inserção institucional. Educação, Sociedade & Culturas, vol.28, 175-192. Bogdan, Robert & Biklen, Sari (2007). Qualitative research for education: an introduction to theories and methods. Boston: Pearson Education. Connelly, Michael & Clandinin, Jean (1990). Stories of experience and narrative inquiry. Educational Researcher, Vol.19, 2–14. Dewey, John (2007). Democracia e Educação. Lisbon: Plátano Eder, Donna & Fingerson, Laura (2003). Interviewing children and adolescentes. In. Holstein, James & Gubrium, Jaber (org.). Inside interviewing: new lenses, new concerns. Thousand Oaks, CA: Sage, 33-53. Eisner, Elliot (1972). Educating artistic vision. New York: Macmillan. Galton, Maurice (2015). ‘It's a real journey – a life changing experience.’ A comparison case study of Creative Partnership and other primary schools. Education 3-13, Vol.43(4) 433-444. Hernández, Fernando (2015). Promoting visual culture art education learning experiences as a pedagogical event. In. Kallio-Tavin, Mira & Pullinen, Jouko (Org.) Conversations on Finish Art Education. Helsinki: Aalto University. Hernández, Fernando, Sancho, Juana María, Rivas, José (Org.). (2011). Historias de vida em educación: biografias en contexto. Barcelona: Esbriana. Hitchcock, Graham & Hughes, David (2003). Research and the teachers: a qualitative introduction to school-based research. London: Routledge. James, Allison, Jenks, Chris, Prout, Alan (1998). Theorizing childhood. Cambridge: Polity Press. Kenny, Ailbhe, Finneran, Michael & Mitchell, Eamonn (2015). Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity. Teaching and Teacher Education, vol.49, 159-167. Merleau-Ponty (1999). Phénoménologie de Ia perception. São Paulo: Martins Fontes Arnheim, Rudolf (1999). Consideraciones sobre la educación artística. Barcelona: Paidos. Palma, Míriam, Pereira, Beatriz & Valentini, Nadia (2014). Guided play and free play in an enriched environment: Impact on motor development. Motriz Revista de Educação Física, Vol.20(2), 177-185. Paulston, Rolland (2001). Mapeando a educação comparada depois da pós-modernidade. Educação, Sociedade e Culturas, Vol.16, 203-239. Pereira, Fátima (2010). Infância, educação escolar e profissionalidade docente: um mapeamento social dos discursos em formação inicial de professores. Lisbon: Fundação Calouste Gulbenkian/ FCT. Read, Herbert (1943). Education through art. New York: Plantheon. Santos, Boaventura (2008). Um discurso sobre as ciências. São Paulo: Cortez. Tutchell, Suzy (2014). Young Children as Artists: Art and Design in the Early Years. Oxon: Routledge.