Artistic and aesthetic experiences in the learning and development of pre-school children: contributions from the historical-critical pedagogy and historical-cultural psychology

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Poliana Hreczynski
Data de Publicação: 2021
Outros Autores: Saito, Heloisa Toshie Irie, Francisco, Marcos Vinicius
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17622
Resumo: In this investigation, it was assumed as the main objective understanding the artistic and aesthetic experiences for the learning and development of preschool children starting from a critical and contextualized bibliographic essay. In other words, the methodological design contemplated the dialogue with classical and current readings, having as a reference the historical-critical pedagogy and historical-cultural psychology, which in turn, allows (re)thinking the teaching and learning processes aiming at a sensitive and emancipatory human educational training. The results revealed that the teaching and learning process must be planned and systematized from broader intentions, with emphasis on the gnosiological, ontological and teleological dimensions, considering the relevance of the teacher in the organization of pedagogical practices in order to favor the appropriation and objectification of artistic knowledge on the behalf of the students inserted in the formative institutions of Early Childhood Education.
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spelling Artistic and aesthetic experiences in the learning and development of pre-school children: contributions from the historical-critical pedagogy and historical-cultural psychologyExperiencias artísticas y estéticas en el aprendizaje y desarrollo de niños en edad preescolar: aportes de la pedagogía histórico-crítica y psicología histórico-culturalExperiências artísticas e estéticas na aprendizagem e desenvolvimento das crianças em idade pré-escolar: contribuições da pedagogia histórico-crítica e da psicologia histórico-culturalEducação EstéticaEnsino de ArtesEducação InfantilAesthetic EducationArts teachingChild educationEducación estéticaEnseñanza de las artesEducación InfantilIn this investigation, it was assumed as the main objective understanding the artistic and aesthetic experiences for the learning and development of preschool children starting from a critical and contextualized bibliographic essay. In other words, the methodological design contemplated the dialogue with classical and current readings, having as a reference the historical-critical pedagogy and historical-cultural psychology, which in turn, allows (re)thinking the teaching and learning processes aiming at a sensitive and emancipatory human educational training. The results revealed that the teaching and learning process must be planned and systematized from broader intentions, with emphasis on the gnosiological, ontological and teleological dimensions, considering the relevance of the teacher in the organization of pedagogical practices in order to favor the appropriation and objectification of artistic knowledge on the behalf of the students inserted in the formative institutions of Early Childhood Education.En esta pesquisa, el objetivo principal fue comprender las experiencias artísticas y estéticas para el aprendizaje y desarrollo de niños en edad preescolar, desde un ensayo crítico y contextualizado de carácter bibliográfico. Es decir, el diseño metodológico contempló el diálogo con las lecturas clásicas y actuales, teniendo como referencias la pedagogía histórico-crítica y psicología histórico-cultural, que permiten (re) pensar los procesos de enseñanza y aprendizaje con miras a una formación humana, sensible y emancipadora. Los resultados revelaron la necesidad de planificar y sistematizar el proceso de enseñanza y aprendizaje con base en intencionalidades más amplias, con foco en las dimensiones gnosiológica, ontológica y teleológica, teniendo en cuenta la relevancia del docente en la organización de las prácticas pedagógicas con el fin de favorecer la apropiación y objetivación de los conocimientos artísticos y estéticos por parte de los estudiantes que constituyen las instituciones educativas de Educación Infantil.Nesta investigação, assumiu-se como objetivo central compreender as experiências artísticas e estéticas para a aprendizagem e o desenvolvimento das crianças em idade pré-escolar a partir de um ensaio crítico e contextualizado de caráter bibliográfico. Ou seja, o delineamento metodológico contemplou o diálogo com leituras clássicas e atuais, tendo como referenciais a pedagogia histórico-crítica e a psicologia histórico-cultural que, por sua vez, permitem (re)pensar os processos de ensino e de aprendizagem com vistas à uma formação humana, sensível e emancipatória. Os resultados revelaram que o processo de ensino e aprendizagem precisa ser planejado e sistematizado a partir de intencionalidades mais amplas, com ênfase nas dimensões gnosiológica, ontológica e teleológica, considerando a relevância do/a professor/a na organização das práticas pedagógicas de modo a favorecer a apropriação e a objetivação dos conhecimentos artísticos por parte dos/as alunos/as inseridos/as nas instituições formativas de Educação Infantil.Editora UEPG2021-09-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdftext/xmlapplication/ziphttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1762210.5212/OlharProfr.v.24.17622.079Olhar de Professor; Bd. 24 (2021): Publicação Contínua; 1-17Olhar de Professor; Vol. 24 (2021): Continuous Publishing; 1-17Olhar de Professor; Vol. 24 (2021): Publicación Continua; 1-17Olhar de Professor; Vol. 24 (2021): Publicação Contínua; 1-17Olhar de Professor; v. 24 (2021): Publicação Contínua; 1-171984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/17622/209209215382https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17622/209209215625https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17622/209209215626Copyright (c) 2021 Poliana Hreczynski Ribeiro, Heloisa Toshie Irie Saito, Marcos Vinicius Franciscoinfo:eu-repo/semantics/openAccessRibeiro, Poliana Hreczynski Saito, Heloisa Toshie Irie Francisco, Marcos Vinicius2022-03-10T18:44:17Zoai:uepg.br:article/17622Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2022-03-10T18:44:17Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Artistic and aesthetic experiences in the learning and development of pre-school children: contributions from the historical-critical pedagogy and historical-cultural psychology
Experiencias artísticas y estéticas en el aprendizaje y desarrollo de niños en edad preescolar: aportes de la pedagogía histórico-crítica y psicología histórico-cultural
Experiências artísticas e estéticas na aprendizagem e desenvolvimento das crianças em idade pré-escolar: contribuições da pedagogia histórico-crítica e da psicologia histórico-cultural
title Artistic and aesthetic experiences in the learning and development of pre-school children: contributions from the historical-critical pedagogy and historical-cultural psychology
spellingShingle Artistic and aesthetic experiences in the learning and development of pre-school children: contributions from the historical-critical pedagogy and historical-cultural psychology
Ribeiro, Poliana Hreczynski
Educação Estética
Ensino de Artes
Educação Infantil
Aesthetic Education
Arts teaching
Child education
Educación estética
Enseñanza de las artes
Educación Infantil
title_short Artistic and aesthetic experiences in the learning and development of pre-school children: contributions from the historical-critical pedagogy and historical-cultural psychology
title_full Artistic and aesthetic experiences in the learning and development of pre-school children: contributions from the historical-critical pedagogy and historical-cultural psychology
title_fullStr Artistic and aesthetic experiences in the learning and development of pre-school children: contributions from the historical-critical pedagogy and historical-cultural psychology
title_full_unstemmed Artistic and aesthetic experiences in the learning and development of pre-school children: contributions from the historical-critical pedagogy and historical-cultural psychology
title_sort Artistic and aesthetic experiences in the learning and development of pre-school children: contributions from the historical-critical pedagogy and historical-cultural psychology
author Ribeiro, Poliana Hreczynski
author_facet Ribeiro, Poliana Hreczynski
Saito, Heloisa Toshie Irie
Francisco, Marcos Vinicius
author_role author
author2 Saito, Heloisa Toshie Irie
Francisco, Marcos Vinicius
author2_role author
author
dc.contributor.author.fl_str_mv Ribeiro, Poliana Hreczynski
Saito, Heloisa Toshie Irie
Francisco, Marcos Vinicius
dc.subject.por.fl_str_mv Educação Estética
Ensino de Artes
Educação Infantil
Aesthetic Education
Arts teaching
Child education
Educación estética
Enseñanza de las artes
Educación Infantil
topic Educação Estética
Ensino de Artes
Educação Infantil
Aesthetic Education
Arts teaching
Child education
Educación estética
Enseñanza de las artes
Educación Infantil
description In this investigation, it was assumed as the main objective understanding the artistic and aesthetic experiences for the learning and development of preschool children starting from a critical and contextualized bibliographic essay. In other words, the methodological design contemplated the dialogue with classical and current readings, having as a reference the historical-critical pedagogy and historical-cultural psychology, which in turn, allows (re)thinking the teaching and learning processes aiming at a sensitive and emancipatory human educational training. The results revealed that the teaching and learning process must be planned and systematized from broader intentions, with emphasis on the gnosiological, ontological and teleological dimensions, considering the relevance of the teacher in the organization of pedagogical practices in order to favor the appropriation and objectification of artistic knowledge on the behalf of the students inserted in the formative institutions of Early Childhood Education.
publishDate 2021
dc.date.none.fl_str_mv 2021-09-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17622
10.5212/OlharProfr.v.24.17622.079
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17622
identifier_str_mv 10.5212/OlharProfr.v.24.17622.079
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17622/209209215382
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17622/209209215625
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17622/209209215626
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dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 24 (2021): Publicação Contínua; 1-17
Olhar de Professor; Vol. 24 (2021): Continuous Publishing; 1-17
Olhar de Professor; Vol. 24 (2021): Publicación Continua; 1-17
Olhar de Professor; Vol. 24 (2021): Publicação Contínua; 1-17
Olhar de Professor; v. 24 (2021): Publicação Contínua; 1-17
1984-0187
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reponame_str Olhar de Professor (Online)
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