Arte na educação infantil e o desenvolvimento das funções psíquicas superiores
Abstract
This research aims to analyze and discuss mediating activities that use Art in Childhood
Education as a way to promote the development of the Higher Psychical Functions. The
research was led by the following question: What role Art plays in children formation
during Childhood Education? Both theoretical and methodological references were
based on the Historical-Cultural Theory because it makes possible a conception of the
human cultural development that sets Art as a human production; a space for social
reflection and social internalization. Interviews with seven teachers from the municipal
childhood education system and some pedagogical practices observations were used as
methodological instruments. Led by this methodology, the analysis shows that both
students and teachers have a very limited access to Art; it also shows that the teachers’
formation does not make Art a priority and, even though it occupies a very important
place in class planning, it is still not considered an instrument for the catharsis. By
going deeper in the analysis about the relations performed by teachers using Art in
Childhood Education and the development of Higher Psychical Functions on children
the study faced some ambiguous and sometimes contradictory situations. The activities
suggested to the children, although undeniable creative, sometimes came to be
fragmented and very poor to the goals of children’s development. However we were
able to show in the research some actions that can be considered positive in the
development of Higher Psychical Functions on children, contributing for a necessary
reflection about the work with Art in Childhood Education, always led by the
Historical-Cultural Theory, and promoting some interventions to improve the Higher
Psychical Functions on children.