John Dewey was the most important American philosopher of the first half of the 20th century. His thinking was based mainly on the moral conviction that “democracy is freedom” – a democratic society prepares all individuals equally, ensuring their benefits through various forms of associated life. From this perspective, Education should provide individuals with an interest in social and cultural issues inherent to the human spirit, thus allowing social changes to occur without causing disorder (DEWEY, 1959). For the philosopher, the configuration of human disposition may be possible in the face of various agents, but the school, according to the author, is still the key space for a philosophy of experience to materialize as a “manifest reality”. A philosophy of experience at the heart of Education requires that teachers be excellent connoisseurs of their learning process, and that their sets of practices be in a constant state of reflection. Otherwise, there is a risk that their pedagogical practice will be nothing more than a collection of dogmas without any critical examination (DEWEY, 2011). In this way, Dewey supports the idea that no reflection on educational processes is viable without taking into account the contexts in which they are inserted. Regarding Art, Dewey presents relevant questions for teachers. In a 1998 publication, the author asks himself how Art “would help to live everyday life better. He [Dewey] asks himself: how can teachers in all areas make use of art ‘lessons’ (understood in experiential terms) to improve their teaching?” (BARBOSA, 2001, pp. 20-21).