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This brief text, presents a personal reflection about the visual arts in education, artistic education or art education. Starting from a debate about some aspects of art in education; walking pedagogies are evoked based on issues from ecological pedagogy. Some ideas about the visual art classroom are weaved from the perspective of artistic processes as didactic processes proposing learning as a set of situations, a collaborative journey or a walking together where encounters are created in establishing relational situations. The article closes opening up art education to emotional and well-being dimensions that were once in the core domains of art education learning and are nowadays relegated to a second plan by the rationality of the curriculum discourses.