O desenho na educação infantil: a utilização de imagens de obras de arte como estratégia de ensino
Carregando...
Data
2022-12
Autores
Orientador
Silva, Jacqueline Silva Da
Banca
Schwertner, Suzana Feldens
Vianna, Márcia Aparecida Barbosa
Mallmann, Elisete
Título do periódico
ISSN
Título do Volume
Editor
Resumo
O ensino de Arte na Educação Infantil pode trazer várias contribuições para o desenho da criança como produção artística autoral. Assim, esta dissertação tem por objetivo investigar como a imagem de pinturas que ilustram brincadeiras infantis, articulada com a Abordagem Triangular, pode contribuir para o aprimoramento do desenho da criança. O estudo buscou fundamentação teórica sobre crianças, infância e ensino; o desenho na Educação Infantil; o ensino de Arte na Educação Infantil; estratégia de ensino; o brincar e as brincadeiras, apoiada em estudos de Sarmento (2000, 2002 e 2007), Barbosa (1998, 2010, 2014), Barbieri (2012), Barbosa (2007), Derdyk (2014), Iavelberg (2010, 2013), Kishimoto (2003), Roldão (2009), Anastasiou e Alves (2004), dentre outros, e legislação brasileira. O desenho na Educação Infantil é uma linguagem gráfica em constante desenvolvimento, mas se observa na prática docente inquietação em relação às estratégias de ensino que pudessem ajudar as crianças no seu aprimoramento. Acreditando que a Arte, por meio da Abordagem Triangular e do conceito de desenho cultivado, possa colaborar, de forma que coloque as crianças em contato com imagens de obras de arte e aprendam com elas, organizou-se uma estratégia de ensino por meio da imagem proporcionando a leitura, a contextualização, a confecção do brinquedo, o brincar e o fazer artístico por intermédio do desenho. O caminho metodológico da pesquisa seguiu a abordagem qualitativa e descritiva; quanto ao tipo, foi feita aproximação com o estudo de caso, utilizando-se observação participante, diário de bordo, roda de conversa, fotos e gravações de áudios como instrumentos técnicos. A investigação ocorreu em uma escola municipal de Educação Infantil na cidade de Ourinhos/SP, em que os pesquisados foram crianças de quatro e cinco anos, da turma em que a pesquisadora leciona. Para análise dos dados aproximou-se com a técnica análise de conteúdo, de Bardin (2012), sendo organizados por três fases: pré-análise, exploração e tratamento das informações. Ao final dessa análise, foi realizada a triangulação dos dados, com a finalidade de responder ao problema da pesquisa e seus objetivos. De acordo com os objetivos da pesquisa, foram geradas estas categorias: a estratégia de ensino por meio da imagem, leitura e contextualização das imagens; o brincar e as brincadeiras; os aprimoramentos encontrados; o olhar das crianças para seus desenhos e, última, as fragilidades e possibilidades. Com o final da aplicação da estratégia de ensino por meio da imagem, a pesquisa conclui que as ações organizadas de forma intencional contribuíram com vivências e experiências, em que as crianças ampliaram seus repertórios no fazer artístico por meio de desenhos, refletindo em aprimoramentos: pinturas das formas, organização, completude da figura humana, diversidade de cores, fundo e movimento. Também proporcionou momentos de aprendizagem para a professora pesquisadora, na busca por um ensino de Arte que colabora com a produção do desenho infantil de crianças.
The teaching of Arts in Early Childhood Education can bring several contributions to the drawing of the child as authorial artistic production. Thus, this dissertation aims to investigate how the image of paintings that illustrate children’s games, articulated with the Triangular Approach, can contribute to the improvement of the child’s drawing. The study sought theoretical foundation on children, childhood and teaching; drawing in Early Childhood Education; teaching Art in Early Childhood Education; teaching strategy; play and play, supported by studies of Sarmento (2000, 2002 and 2007), Barbosa (1998, 2010, 2014), Barbieri (2012), Barbosa (2007), Derdyk (2014), Lavelberg (2010, 2013), Kishimoto (2003), Roldão (2009), Anastasiou and Alves (2004), among others, and Brazilian legislation. Drawing in Early Childhood Education is a graphic language in constant development, but is observed in the teaching practice restlessness in relation to teaching strategies that could help children in their improvement. Believing that Art, through the Triangular Approach and the concept of cultivated drawing, can collaborate, so that put children in contact with images of works of art and learn from them, an educational strategy was organized through the image providing reading, contextualization, toy production, play and artistic doing through drawing. The methodological path of the research followed the qualitative and descriptive approach; as for the type, an approach was made to the case study, using participant observation, logbook, conversation wheel, photos and audio recordings as technical instruments. The investigation took place in a municipal school of Early Childhood Education in the city of Ourinhos/SP, in which the respondents were children of four years, the class in which the researcher teaches. For data analysis approached - if with the technique content analysis, Bardin (2012), being organized by three phases: pre-analysis, exploration and treatment of information. At the end of this analysis, the triangulation of the data was performed in order to respond to the research problem and its objectives. It is understood that the research approach chosen, the data collection instruments and the analysis were appropriate to develop the investigation, making it possible to achieve a plausible answer to the research problem. With the end of the application of the teaching strategy through the image, the research concludes that the actions organized in an intentional way contributed with experiences and experiences, in which children expanded their repertoires in the artistic reflecting on improvements: paintings of the forms, organization, completeness of the human figure, diversity of colors, background and movement. It also provided learning moments for the teacher researcher, in the search for an art teaching that collaborates with the production of children’s drawing.
The teaching of Arts in Early Childhood Education can bring several contributions to the drawing of the child as authorial artistic production. Thus, this dissertation aims to investigate how the image of paintings that illustrate children’s games, articulated with the Triangular Approach, can contribute to the improvement of the child’s drawing. The study sought theoretical foundation on children, childhood and teaching; drawing in Early Childhood Education; teaching Art in Early Childhood Education; teaching strategy; play and play, supported by studies of Sarmento (2000, 2002 and 2007), Barbosa (1998, 2010, 2014), Barbieri (2012), Barbosa (2007), Derdyk (2014), Lavelberg (2010, 2013), Kishimoto (2003), Roldão (2009), Anastasiou and Alves (2004), among others, and Brazilian legislation. Drawing in Early Childhood Education is a graphic language in constant development, but is observed in the teaching practice restlessness in relation to teaching strategies that could help children in their improvement. Believing that Art, through the Triangular Approach and the concept of cultivated drawing, can collaborate, so that put children in contact with images of works of art and learn from them, an educational strategy was organized through the image providing reading, contextualization, toy production, play and artistic doing through drawing. The methodological path of the research followed the qualitative and descriptive approach; as for the type, an approach was made to the case study, using participant observation, logbook, conversation wheel, photos and audio recordings as technical instruments. The investigation took place in a municipal school of Early Childhood Education in the city of Ourinhos/SP, in which the respondents were children of four years, the class in which the researcher teaches. For data analysis approached - if with the technique content analysis, Bardin (2012), being organized by three phases: pre-analysis, exploration and treatment of information. At the end of this analysis, the triangulation of the data was performed in order to respond to the research problem and its objectives. It is understood that the research approach chosen, the data collection instruments and the analysis were appropriate to develop the investigation, making it possible to achieve a plausible answer to the research problem. With the end of the application of the teaching strategy through the image, the research concludes that the actions organized in an intentional way contributed with experiences and experiences, in which children expanded their repertoires in the artistic reflecting on improvements: paintings of the forms, organization, completeness of the human figure, diversity of colors, background and movement. It also provided learning moments for the teacher researcher, in the search for an art teaching that collaborates with the production of children’s drawing.
Descrição
Palavras-chave
Educação infantil; Desenho infantil; Estratégia de ensino; Abordagem triangular; Arte na educação infantil; Early childhood education; Child design; Teaching strategy; Triangular approach; Arts in early childhood education
Citação
BALDANI, Angelita Santa Rosa. O desenho na educação infantil: a utilização de imagens de obras de arte como estratégia de ensino. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 15 dez. 2022. Disponível em: http://hdl.handle.net/10737/3537.