Psicologia histórico- cultural, arte e desenvolvimento humano: contribuições para prática de profissionais da educação infantil

• Ano de defesa: 2021
• Autor(a) principal: Alexandrino, Vanessa Porto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Psicologia Social; Programa de Pós-Graduação em Psicologia Social; UFPB
• Palavras-chave em Português: Desenvolvimento humano; Psicologia histórico-cultural; Educação infantil; Imaginação; Arte; Psicologia escolar; Human developmentq; Historical-cultural psychology; Early childhood education; Imagination; Art; School psychology; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/27042

Art is considered an intentional human action, which brings together elements of the cultural environment and influences the development of human psychological functions, like the imagination, enhanced by the diversity of experiences experienced by the subjects. Supported by arguments presented in research in the field of Early Childhood Education and in official documents that guide practices in this context, this Thesis defends that the child has the right to aesthetic experiences that enhance the global development of children. Therefore, the general objective of this study was to analyze the conceptions and performance of Early Childhood Education professionals about art and its configurations, in this context. Participated in this study, 14 education professionals who worked with Reference Centers in Early Childhood Education (CREI), in the city of João Pessoa-PB. To meet the objectives of this study, a survey of the literature was carried out in academic databases on this topic; the analysis of the sociodemographic profile of the professionals participating in the study; an analysis of official documents from Reference Centers in Early Childhood Education - CREIS; interviews with Early Childhood Education professionals; and observations in Early Childhood Education contexts, which included the mapping of spaces and photography of children's artistic productions. The results of this study were discussed based on the historical-cultural psychology of human development by Vigotski, including contemporary researchers from this theoretical perspective and from the field of Early Childhood Education. With regard to the survey of the literature, most studies related to the theme are focused on storytelling, although academic productions have not been found in which the school psychologist is the professional who uses artistic resources as a mediation tool in the institutions of Early Childhood Education. The analysis of the official documents of the researched Early Childhood Education institutions allowed us to identify that imagination and creation appear in these documents, but associated with the commemorative dates and culminations of the institutions' projects. The interviews made it possible to verify that art is understood by the professionals interviewed through the expressions of children's creative acts and the pedagogical activities carried out. This collection of information also allowed us to verify that the education professionals interviewed, attribute the ability to create to the “artistic gift” or even to the maturation of children to create. However, a group of psychologists mentioned the importance of continuing education so that Early Childhood Education professionals can internalize concepts about imagination and creation, and thus help the dialogues with other professionals in these contexts. The observations, described and analyzed, revealed that the activities developed with the children were performed by painting xerographed materials, reading books by the teacher, building a poster with the students, and drawings, all based on what was worked by the teachers. These observations led to the perception that Early Childhood Education teachers did not explore artistic resources, and when they explored some type of material, activities limited the imagination of children and their creations. It is defended the right of children in the early years of schooling to have diverse learning experiences, mediated by Early Childhood Education professionals, who use artistic resources as a pedagogical tool, since such resources enhance the development of higher psychological functions and collaborate with processes of learning in these contexts. In addition, human development mediated by art since childhood, is supported by official documents of Early Childhood Education, research in the field of historical-cultural Psychology and Early Childhood Education, which make them essential for Early Childhood Education professionals, in their practices with children.