O papel da Arte na educação de crianças do 1° ano do Ensino Fundamental

Abstract

This study originated from the desire to reflect on pedagogical practices that engage with children and childhood, ensuring, above all, a holistic and humanized educational process. The object of analysis is the first year of Elementary School, as the transition from Early Childhood Education to this new stage represents a significant milestone in child development. Artistic languages—along with play and ludicity—are understood as integrative elements between the world of childhood and the child’s comprehensive educational process, fostering cognitive, emotional, physical, and social development. This study is bibliographic and autobiographical in nature and aims to deepen knowledge through the examination of scholarly works on the subject. It also analyzes how official educational documents, including the National Education Guidelines and Framework Law (LDB) and the São Paulo State Curriculum, establish the presence of the Arts as a teaching and learning methodology. At the same time, it examines how the educational framework outlined by this legislation has affected the author as a child, artist, and educator. Finally, the study highlights the relevance of artistic languages as an essential methodology in the comprehensive educational process of first-grade Elementary School children. It also points to limitations related to educational policies and the lack of adequate academic training for pedagogues.