Entre linhas e cores, um olhar em devaneio para o desenho infantil nos primeiros anos do ensino fundamental diante da atuação docente

• Ano de defesa: 2012
• Autor(a) principal: Aroldo Dias Lacerda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Desenho infantil; Pedagogia Waldorf; Ação mediada; Materiais escolares de largo alcance; Educação; Desenho infantil - Métodos de ensino; Desenho infantil - Estudo e ensino (Ensino fundamental); Crianças na arte; Arte infantil - Métodos de ensino; Arte infantil - Estudo e ensino (Ensino fundamental); Educação - Métodos experimentais; Waldorf, Método de educação; Análise de interação em educação; Professores e alunos; Professores de ensino fundamental - Métodos de ensino; Ensino fundamental; Educação de crianças
• Link de acesso: http://hdl.handle.net/1843/38447

The aim of this research is to investigate children’s drawing in the first years of elementary school, and it is focused on the relationship between their productions in face of the activity of the teacher itself. The researcher have noticed how children give up on drawing throughout their education, and have found evidence on how this process can be changed according, not only to a teaching practice that considers the teacher’s own commitment to the act of drawing, but also to a better awareness of the cultural tools that have been or that could have been adopted in classroom, as a way to establish better relations between children-teacher and children-children – with their symbolical and corporeal devices. The starting point for this research is the verification that most of the teachers in elementary school, as well as in the first years of primary school, have ceased their own practice of drawing once they have reached adulthood, and also the fact that schools most often are offering drawing materials that privilege the production of line drawings – drawings in which the outlines are emphasized at the expense of the use of colors – what is also affecting the Academic research and the idea itself of children’s drawing, as most of the examples that have been used as objects or illustration inside this field of analysis are generally line or outline drawings. Taking this in consideration, the current research is based upon surface drawings, which have been done with non-specialized materials in accordance to the classroom activity of drawing-teachers as a contribution to this field of inquiry. It also focuses on the exercise of drawing as a way to achieve knowledge and sensorial education, when it is done using powerful, significant materials. On this sense, it analyses how a new category of materials can interfere in the children production: the wide-range school materials. For those purposes, the methodology of drawing-teachers from one school connected to the Waldorf Education system was chosen as an example of a model of procedure towards which the practice of drawing within the children might be preserved during the whole length of their education. The present investigation have a qualitative profile and took case studies to relate teachers activity – including reports from the teachers themselves on the importance of drawing in the context of education - the way their practice can be perceived in children’s drawing and production, and the cultural tools selected by them along their methods. These processes have been registered through the medium of photography, field notes, observations on the specificity of each school space, interviews with teachers and a whole month of immersion on the field, together with three months of following each chosen school calendar together with their events and happenings. For a better understanding of surface drawings, the researcher proposes a conceptual interlocution between a mediated action and the premise of culture as an ability. It also acknowledges that the conditions of production offered to the children – considering not only the practice of the drawing-teacher, but also the selection of school materials able to follow the children abilities - will be imprinted upon their surface drawings, different from those made out of lines, and then leaning the act of drawing to remain in the children throughout the whole length of their schooling. As an ethical and pedagogical postulate for a richer comprehension of the present research, its author decided to include his own biography as a teacher and drawing artist in juxtaposition with his general object, believing to be that constitutive information of the object itself.