Faces e interfaces da linguagem das artes visuais na educação infantil: diálogos narrativo-pedagógicos com educadores/as da Unidade de Educação Básica “Pequeno Polegar” – Anexo da UEB “Meus Amiguinhos”

Abstract

The research Faces and interfaces of the language of Visual Arts in Early Childhood Education: narrative-pedagogical dialogues of educators from the Basic Education Unit “Pequeno Thumb” – UEB Annex “Meus Amiguinhos” talks about which educational paths involve theory and practice for the teaching learning of young children under the umbrella of the Art area. With the premise of understanding, inter-relating and perceiving the Art curriculum, the aim of pedagogical listening was to achieve the following central objective: To know and analyze the educational praxis of Early Childhood Education educators at UEB “Meus Amiguinhos”, suggesting a pedagogical listening in the form of narratives and specific objectives we list: verifying what understandings about Early Childhood Education in Art the teachers have; find out which theoretical and methodological conceptions about the Language of Visual Arts the teachers appropriate; understand how teachers develop teaching activities involving the teaching of Art; perceive the teaching of Visual Arts as an intercession between the documents: RCNEI, DCNEI and DCMT; discuss how artistic pedagogical narratives are interface factors for the educational act and the self-concept of educators; develop a continuing training course containing workshops on artistic pedagogical practices for collaborators with a focus on the use of experiences and concepts from the Language of Visual Arts for the emergence of children's graphic development; build an E-book on teaching Art containing significant activities for Early Childhood Education, using the language of Visual Arts for teachers. They served as a basis for the scientific applicability of a qualitative approach understood as a study as an exploratory field, combined with our narrative memories in everyday networks as an educational art for 16 (sixteen) years, entering the school locus. In order to broaden the meanings, we created an E-book on the history of Visual Arts as a “garnish” to achieve the systematic teaching of Art as a cultural drive for E.I. To guide our investigation path. Theoretical methodological reference is made to achieve the objectives listed for the research: Vigotski (1989, 1991); Ibiapina (2008); Saviani (1999); Dewey (1980); outline the issues that interfaced the Language of Visual Arts, children's graphic development, curriculum and educational practice: Canteras (2009); Lowenfeld and Brittain (1970); Martins (2007); Barbosa (2008); Imbernón (2011); Ferraço (2003, 2011) among others were of equal importance for our purposes. The results indicated that the steps we took to support the qualitative research with the educators, supervisors and managers of the researched institution were very significant: subjects who, through coexistence and the affirmation that the “faces ” that we tried were satisfactory. As an introspection, a use of a “magnifying glass”, we found that the teachers understood the training process as a historical right to themselves and to others: the child to re-signify knowledge and practices in view of the systematic teaching of Art on a daily basis in the Democratic Public School. Data analysis and interpretation took place through infographics, reports, media and photographs. We confirm that when we completed the dialogic interfaces in Visual Arts, “we saw what is beyond appearances, the essence” as a primary factor for reflexivity.