A mediação docente no processo de produção do desenho da criança pequena

Abstract

This work presents a reflection on cultural mediation in the school context, focusing on the teacher's role in bringing children closer to art, specifically drawing, as a form of expression and knowledge. Using a qualitative and bibliographical methodology, the study sought to understand how the mediation process, carried out through sensitive listening, can stimulate creation and dialogue between children and works of art. The research was developed based on authors who discuss art and pedagogy as fields that intertwine in human formation, highlighting the importance of the teacher acting as a mediator in art. The results indicate that preschool is a privileged place for children to come into contact with the arts, and that cultural mediation by teachers, as an attitude of listening, of being among many, of learning together, contributes to the aesthetic experience, to the wholeness of the child's presence with themselves, with others, with material objects, and with space, enabling them to experience their personal, historical, and cultural identity more fully, while enriching teaching practice, making it more reflective and meaningful.