Artistagens infantis : cotidianos, saberes e fazeres em uma escola pública
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Data
2024-12-09
Autores
Nascimento, Patricia Neves Pinheiro
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Universidade Federal do Espírito Santo
Resumo
The research discusses curricular practices for teaching Art in early childhood education. It seeks to identify which themes, knowledge and practices are configured in the Art curriculum in early childhood education in a public school in Guarapari-ES. When investigating this problematic field, we sought how these elements are experienced and manifested in pedagogical practices, and specifically proposes: a) knowing what has been produced in dissertations and theses on Art curricula in early childhood education in the last 5 years (2019 to 2023); b) expand contributions to Art curricular practices in a public school in Guarapari; c) problematize the effects of teaching Art with children in early childhood education; d) develop children's literature, as an educational product, valuing research experiences. The theoretical framework is supported by contributions from Art teaching (Cunha, 2019, 2021; Iavelberg, 2006, 2010, 2013, 2015, 2017,; 2022;), from childhood (Corazza, 2006; Kohan, 2019; Kramer, 2000; Ostetto, 2010) and from curricular practices inventive (Certeau, 2014; Ferraço, 2003, 2007, 2008, 2017; Lopes; Macedo, 2011; Nunes; Neira, 2021). The study methodology is qualitative, through research into everyday school life. An Art teacher and a class of 20 preschool children participate, from March to September 2024. As instruments for data production, it uses field diary, interviews, photographs, observations and conversations. The method uses everyday practices with children to think, through practices and games, about contributions to the challenges experienced in the classroom, with children in early childhood education, in the post-pandemic scenario, which impacted the ways of knowing, playing and living. As for the results, it indicates expansion of discussions on curricular practices in teaching Art in the first stage of basic education, teaching pedagogical practices attentive to the creative and aesthetic contribution of teaching Art for early childhood collectively in the classroom and in coordination with families, with systematized contributions to research; it indicates too children happier and more valued in their learning and playing processes, beyond school
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Currículo , Ensino de Arte , Educação infantil , Crianças , Curriculum , Art teaching , Early childhood education , Children