ARTE/EDUCAÇÃO ESCOLAR E SOCIAL: Práticas artísticas como recursos metodológicos para auxiliar crianças vítimas de violência do ensino fundamental do 1º e 2º ano

Abstract

This research focuses on the use of artistic practices as methodological resources to assist children in the 1st and 2nd years of elementary school who are victims of violence. The central issue of the investigation was: How to organize artistic and pedagogical practices to support the confrontation of physical and emotional violence against children in the 1st and 2nd years of elementary school? The general objective was to investigate the contributions of artistic and pedagogical practices for working with children in a school in the municipality of Raposa-MA, resulting in the development of a Pedagogical Manual with theoretical and methodological guidelines for confronting violence in the school environment. The specific objectives included: contextualizing the importance of art education in early childhood education and its contribution to children's development; exploring the Sociology and Psychology of Art as theoretical support to identify and assist children in situations of violence; applying artistic methodologies and techniques in the classroom as a pedagogical resource; and identifying, through these practices, children who might be experiencing some form of violence. The methodology adopted was qualitative, grounded in the sociology and psychology of art and education. Among the main theoretical references, the following stand out: Legislation: Statute of the Child and Adolescent (ECA) – Law No. 8.069/1990. Authors: Ana Mae Tavares Barbosa (Triangular Approach, 1980), Giulio Carlo Argan and Maurizio Fagiolo (1994), Jean-Luc Chalumeau (“Theory of Art”, 1997), Cynthia A. Freeland (“Theory of Art: A Brief Introduction”, 2007), Maria Felisminda de Rezende Fusari and Maria Heloísa C. de T. Ferraz (2009), Anamélia Bueno Buoro (2009), and Viktor Lowenfeld and W. Lambert Brittain (1977). Artistic references: Pablo Picasso (1881–1973), Edvard Munch (1863–1944), Tarsila do Amaral (1886–1973), and Cândido Portinari (1903–1962). The product of the research was a Pedagogical Manual for educators. This manual included contextualization on child violence and its behavioral impacts; artistic activities aimed at helping children express experiences of violence and guidelines for educators on identifying and addressing cases of violence; thereby constituting an essential tool to empower educators, promote the confrontation of child violence, and raise awareness in society about the importance of protecting and ensuring the healthy development of children.