O lugar do ato criativo na aprendizagem da criança na educação infantil

• Autor(a) principal: GONÇALVES, Larissa Silva
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000002w4v
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/1979
• topic: criança pequena; percepção; memória; expressão criativa; child; perception; memory; creative expression; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This work, linked to the Line of Research Training and Professional Teacher Project and the Public Policy and Education of Children in India: history, concepts, projects and practices of the Group of Studies and Research Childhood and education in different contexts, investigates the importance of art for the formation of young children by examining the development of perception and memory of girls and boys from their learning expressive and symbolic. This research aims to probe the place of creative experiences for child development, emphasizing the role of cultural mediation and images of everyday life and art for the child's cognitive performance, and seek to understand the process of signification that introduces these subjects in the world of knowledge through exercises and awareness creation. Based upon the socio-historical references, especially in studies of Vygotsky, Luria, Leontiev and Wallon, this work is guided by three themes: psychological function, awareness and creative exercise, which served as subsidy for conducting a field survey participant with a nonary children enrolled in a nonprofit day care center in the city of Pirenopolis / GO. For five months, the creative girls and boys aged three to four years, was observed, encouraged and shared. This interaction, fellowship and study, it was concluded that small perceive and know the same time they express and transform their memories, thoughts and context, the playful action and imagery. This occurs through a wide awareness, involving body size, cognitive, emotional and social. It also showed that the child is a cultural producer, because constructs symbols and meanings transformed through interaction with affective images, and everydaynew, exercised and synthesized in the appropriation of the gesture, speech and activity of drawing.