As Artes Visuais como interseção das linguagens: uma experiência transdisciplinar no Centro de Referência em Educação Infantil Realengo – Colégio Pedro II.

• Autor(a) principal: Njaime, Erika Machado
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19531
• topic: Visual arts; Preschool education; Integration; Transdisciplinarity; Artes visuais; Educação infantil; Integração; Transdisciplinaridade; Artes – Teses; Arte – Estudo e ensino – Teses; Educação infantil - Teses; Arte e educação – Teses; Abordagem interdisciplinar do conhecimento na educação – Teses; LINGUISTICA, LETRAS E ARTES::ARTES::FUNDAMENTOS E CRITICA DAS ARTES

This research aims to analyze the artistic-pedagogical experiences developed by me, as a teacher and coordinator of the Visual Arts discipline, at the Reference Center for Early Childhood Education of Colégio Pedro II (CREIR / CPII), between 2014 and 2016, which was still a Realengo Early Childhood Education Unit (UEIR) and sought to achieve its bureaucratic autonomy and to constitute its pedagogical identity. The objective of this study is to identify if the teaching methodologies proposed in these experiences contributed to a pedagogical dynamic that favored the (re) articulation of knowledge, enhancing a holistic formation of children, highlighting the Visual Arts as a discipline that provides possibilities to see, do and to understand that when it permeates the other languages, it impels different perspectives of knowledge construction, which one perceives to be such experiences as transdisciplinar pedagogical practices. In this sense, cartography as a research method made it possible to report the lived experience by adding to the academic literature the informality of memories and records, whether handwritten or visual, which provided bibliographic encounters that led to the meeting of complex thinking and transdisciplinarity, It is observed in this research as a potentiator of pedagogical proposals that are marked by encounters, affects and unformatted pedagogical dynamics.