ART AND ICT ASSEMBLAGES IN THE ELEMENTARY EDUCATION OF BRAZIL’S NATIONAL COMMON CURRICULAR BASE (BNCC)

Abstract

This article analyzes assemblages between Information and Communication Technologies (ICT) and artistic languages in the Elementary Education section of the Brazilian National Common Curricular Base (BNCC), aiming to identify smooth spaces that enable deterritorializing experiences. Grounded in the theoretical framework of Deleuze and Guattari and using cartographic methodology, the study maps fifty-three BNCC Skills that articulate art and ICT across different curricular components. The findings reveal that even within normative contexts shaped by technical and standardizing rationalities, such as those of the BNCC, sensitive aesthetic and educational practices can emerge. The analyzed Skills demonstrate potential for interdisciplinary experiences, especially beyond the boundaries of the Art component, opening possibilities for enjoyment, critique, and creative invention in the school context. The study shows that the most recurrent assemblages involve sound and image, in both static and moving forms, suggesting opportunities for practices such as podcasts, vlogs, audiovisual productions, and artistic workshops. The proposed cartography does not seek normative solutions, but rather the visibility of encounters and experimentations that escape the striated logic of the curriculum.