El Maestro y su retorno al devenir-infancia

Abstract

In Early Childhood Education institutions in Bogotá, artistic expressions are often developed under teachers’ concern for maintaining order and cleanliness in the classroom, which affects teachers’ motivation and limits free and spontaneous experiences. This situation highlights the need to understand art within educational practice.The objective of this study was to analyze how artistic expressions enable teachers to return to their becoming-childhood, fostering constant reflection on their pedagogical practice. Additionally, the study sought to identify institutional barriers that approach art from an instrumentalized perspective. The central research question explored how, despite institutional constraints, artistic experiences in the classroom transform teachers’ subjectivity.The research was conducted using a qualitative, socio-critical approach through a case study. Five early childhood education teachers from Bogotá participated, sharing their experiences through semi-structured interviews. Data were analyzed using thematic content analysis with initial and axial coding, from which emergent categories guided the interpretation.The results show that artistic practices create more flexible spaces in which both teachers and children can express themselves more freely. Teachers recognize themselves as creative subjects rather than mere executors of predefined activities. They also reflect on how children demonstrate greater autonomy when they are allowed to explore materials and movement without fear of disorder or correction. Through these experiences, teachers return to their becoming-childhood with attitudes of openness, curiosity, and wonder, which in turn promotes reflection on their own practices and the tensions they experience with institutional demands.This study offers insights into how art influences teachers’ subjectivity and contributes to the construction of more sensitive pedagogical practices. It also provides elements to strengthen teacher education through exploration and aesthetic experience and invites a rethinking of institutional support in Early Childhood Education.