Por onde caminha o desenho na escola: pensando seus espaços na educação infantil

Abstract

Based on the understanding of Art teaching as an indispensable part of the set of knowledge to be worked in the public schools of Early Childhood Education, this research aimed to identify the spaces covered by children's drawing in the school context, its creative possibilities and its meanings related to psychological, sensitive and interpretative development of the context in which the child lives. With a bibliographic character, the research was based on three main approaches: the meaning of the child's graphics (both as expression and as creation); the process of teacher´s education to work with drawing in school (thinking about the conditions of these professionals in parallel with the appreciation or devaluation of Art / Education in the country); and the identification, in the literature of the area, of paths taken by children´s drawing in the kindergarten, having the artistic making as a key element in pedagogical approaches. With the accomplishment of the research, it was observed the necessity of a careful perception for the significant artistic making of the drawing in pedagogical practices in Early Childhood Education, evidencing an extensive course of possibilities and limitations. The importance of artistic education in the Pedagogy course was observed, in addition to the lack of cultural and social incentives aimed at ensuring favorable conditions for good quality public education in the country, from teacher education to the material structuring of schools.