Desenvolver-se no barro: a contribuição das aulas de cerâmica às crianças do ensino fundamental II

• Ano de defesa: 2014
• Autor(a) principal: Vieira, Cleide Aparecida
• Orientador(a): Taveira, Adriano Salmar Nogueira e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: BR
• Palavras-chave em Português: cerâmica; educação; arte-educação; education; ceramic; education art
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/775

This paper describes the results of pedagogical research conducted to demonstrate the benefits of three-dimensional constructions in art classes with elementary school students, with particular focus on artistic creations using ceramic as a language. The practice development occurred through weekly ceramic classes to elementary school children of the municipal school, Felipe Lutfalla, located in the city of Mairinque, Sao Paulo. The age of the children ranged between 11 and 15 years and the classes took place from March to October of 2013. The production was grounded in the works of Paulo Freire, John Dewey, Ana Mae Barbosa, Gaston Bachelard, Herbert Read, Edgar Morrin, Lev Vygotsky and Viktor Lowenfeld. The theoretical research that served as the basis for the pedagogical investigation addressed the definitions of children s sensory-motor development, pedagogy, three dimensional art, ceramics as a method of artistic production, embodiment, image and creative processes. Practical considerations and studies were formatted as personal accounts and photographed. The researcher elaborated the analysis based on accumulated experience as a teacher and ceramist aligned with a triangular theoretical support from the works of Ana Mae Barbosa, Paulo Freire and John Dewey. The observation and comprehension of the practical approach enabled the author to contemplate, through the exchange of experiences, the artistic production, physical and behavioral changes occurring in the students, the possibility of working with interdisciplinary and transdisciplinary approaches, allowing, through the stimulation of different ways to perceive the world, the expansion of the language and the world view.