O desenho nas práticas pedagógicas da educação infantil: um estudo de caso em uma escola pública de Curitiba

• Autor(a) principal: Ferronato, Caroline de Araujo Santos
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UTP
• Texto Completo: http://tede.utp.br:8080/jspui/handle/tede/1352
• topic: Teoria histórico-cultural; Educação Infantil; Arte-educação; Desenho infantil; Práticas pedagógicas; Historical-cultural theory; Early childhood education; Art education; Children's drawing; Pedagogical practices; CIENCIAS HUMANAS::EDUCACAO

Despite all the educational progress that has been observed in Brazil, the precariousness and lack of importance given to Art education in the country can still be witnessed, specifically when it comes to teaching drawing. There has been a lack of theoretical and methodological foundation in educational practice directed at children's drawing, which is due to the sidelining of art as an elementary action to human development, and/or the poor professional training in the area. This study emerges from the foundations of socio-historical theory to highlight the importance of a global human development from early childhood, focusing on the drawing activity in this process. This is on the assumption that each person develops its imagery and conceptual potential from the socio-cultural environment in which he/she lives, with access to culture or not, that is, due to what it is "taught" in some way, even if there is not the intention of idea being transmitted. We conclude that the act of drawing is intrinsic to man, but what will make children follow enhancing his features and expanding their knowledge through social contact, parents, family, school and media, which exerts a clear and indisputable influence on children's traits, carrying characteristics learned in the social environment. To investigate these drawing teaching contributions in school, a theoretical study on the relevant authors from the topic and an empirical study with a pre-school class and their teacher were conducted. From this data collection, it was possible to gather methodological elements that can lead to the improvement of pedagogical practices that may promote the optimal development of young children in kindergarten.