Artes visuais na educação infantil: entre o visível e o invisível no referencial curricular nacional para a educação infantil

• Ano de defesa: 2012
• Autor(a) principal: Motta, Xênia Fróes da
• Orientador(a): Silva, Renato da
• Banca de defesa: Silva, Renato da, Puggian, Cleonice, Fernandes, Claudia de Oliveira, Eisenberg, Zena
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Grande Rio
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras e Ciências Humanas
• Departamento: Unigranrio::Letras e Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Educação; Educação pré-escolar - Currículos; Educação infantil; Professores - Formação
• Área do conhecimento CNPq: CURRICULO::CURRICULOS ESPECIFICOS PARA NIVEIS E TIPOS DE EDUCACAO
• Link de acesso: http://localhost:8080/tede/handle/tede/21

The present study aims to analyze the concept of working with the Visual Arts which is described in the National Curriculum for Early Childhood Education, Visual Arts, 1998. For this work, I performed a trajectory that runs from a theoretical foundation based on historical roots of Aries’ classical iconography, counterpoints of Kuhlmman Jr., in cultural processes by which man passes in society, and Vygotsky’ s thought that assists in understanding the constitution of human being through insertion in the socio-historical practices. The Early Childhood Education also falls on this route due the contemporary prospects of childhood institutionalization. I tried to explain categories that are part of the daily life of educational institutions. analyze the social, political and educational contexts in which RCNEI/1998 was deployed, I take some aspects of the legislation surrounding the publication of RCNEI . Perform the analysis of the concept that is implicit in the language of Visual Arts, listing researched topics on the bibliography and also analyze some curriculum guidelines from Brazil's capitals. I consider RCNEI / Visual Arts a landmark to childhood in Brazil, however I propose a detailed analysis so pedagogical action will reflect a language of visual arts in line with the contemporary, so what is prescribed will be analyzed consistently showing that the language of visual arts is knowledge, guaranteed by law for all Brazilian children.