Art in early childhood education
mediation, experience and sensitivity
DOI:
https://doi.org/10.25767/se.v33i.38019Keywords:
Arte. Creche. Prática Pedagógica. Formação docenteAbstract
This article presents an experience report on artistic practices developed with children aged three (3) to four (4) years in a municipal daycare center in Santo André/SP, whose main objective is to reflect on artistic approaches that transcend mechanical reproduction, promoting meaningful and enriching experiences for children. The article discusses the importance of art in the processes of child development and learning, highlighting its role in promoting curiosity, creativity, sensitivity and critical thinking. The report shares practices carried out with children, encompassing exploration and creation from different materials and supports, the appreciation of artistic productions and activities related to indigenous themes. It also emphasizes experiences in outdoor areas and in contact with nature. The study dialogues with theoretical references in childhood and art. The results indicate greater involvement and participation of children in these activities, as well as behavioral changes, such as greater respect and care for the productions of their peers. The organization of environments and proposals are essential to ensure that artistic experiences are integrated holistically into the daycare routine, contributing to learning that values and enhances all dimensions of child development. Thus, it is evident that the creation of environments that are favorable to artistic exploration and expression requires the presence of sensitive and qualified educators, whose own aesthetic training should be prioritized. Therefore, it is concluded that well-structured artistic practices have a profound and multifaceted impact on the integral development of children. These practices not only stimulate inventiveness and personal expression, but also promote social, cognitive and emotional skills. Thus, it becomes evident the importance of investing in the continuous training of educators, training them as effective mediators of experiences such as those presented in this article.
References
Barbieri, S. (2012). Interações: Onde está a arte na infância. Blucher.
Brasil. Ministério da Educação. Secretaria da Educação Básica. (2009). Indicadores da qualidade na educação infantil. MEC/SEB.
Brasil. Ministério da Educação. Secretaria da Educação Básica. (2010). Diretrizes curriculares nacionais para a educação infantil. MEC/SEB.
Gobbi, M. A. & Pinazza, M. A. (2014). Infâncias e suas linguagens: formação de professores, imaginação e fantasia. (pp.21-44). Cortez.
Guerra, M. (2022). As mais pequenas coisas. A exploração como experiência educativa (pp. 33-128). Pedro & João Editores.
Holm, A. M. (2007a). Baby-Art: Os primeiros passos com a arte. Moderna.
Holm, A. M. (2015b). Eco-Arte com crianças (pp. 40-66). Ateliê Carambola.
Ostetto, L. E. (2007a). Encontros e encantamentos na educação infantil: Partilhando experiências de estágios (pp. 184-212). Papirus Educação.
Ostetto, L. E. (2017b). Sobre a organização curricular da Educação Infantil: conversas com professoras a partir das Diretrizes Curriculares Nacionais. Revista Zero-a-seis, https://periodicos.ufsc.br/index.php/zeroseis/article/view/1980-4512.2017v19n35p46/34163.
Ostetto, L.E. (2018c). Educação Infantil e Arte: Sentidos e Práticas Possíveis. https://acervodigital.unesp.br/bitstream/123456789/320/1/01d14t01.pdf
Richter, S. (2004). Criança e pintura: ação e paixão do conhecer. (pp.19-40). Mediação.
Silva, M. L. F (2020). (Org.). Caminhanças de feitos pedagógicos com afeto: Sobre infância, seus inusitados e desdobramentos na docência. (pp.33-44). Editora CRV.
Silva, M. R. P da & et al. (2024). Paulo Freire e as crianças: um convite à infância. Revista Inter-Ação. https://revistas.ufg.br/interacao/article/view/68463.
Tiriba, L. (2010). Crianças da natureza. In Anais do I Seminário Nacional: Currículo em Movimento – perspectivas atuais [Apresentação de trabalho]. Belo Horizonte.
Valerio, V. & Silva, M. (2021). As interações e o brincar na e com a natureza: construindo uma infância desemparedada na creche. Interfaces Científicas,10(3), 407–423.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Roberta Alene Costa Oliveira, Patrícia Stecca Reis de Andrade, Marta Regina Paulo da Silva
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- The opinions expressed by the authors are their exclusive responsibility.
- The journal reserves the right to make the original, normative changes, spelling and grammar, in order to maintain the standard language of worship, while respecting the style of the authors.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (BY-NC-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
PRIVACY STATEMENT
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
