Interfaces entre desenho e letramento na educação infantil: contribuições da teoria histórico-cultural

• Ano de defesa: 2016
• Autor(a) principal: Leite, Aline Cristina de Castro Garcia
• Orientador(a): Libâneo, José Carlos
• Banca de defesa: Zanatta, Beatriz Aparecida , Silveira, Telma Aparecida Teles Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidade::Curso de Pedagogia
• País: Brasil
• Palavras-chave em Português: educação infantil; desenho e letramento; teoria histórico-cultural
• Palavras-chave em Inglês: child education; Drawing and literacy; Historical-cultural theory
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/3595

This research had as objective to analyze the practices and conceptions of teachers of Child Education about the use of drawing as a teaching tool and as a way of insertion of children in literacy. It was assumed that the conception of Early Childhood Education as a facilitator of access to the child to systematized knowledge, contemplating the physical, motor, cognitive, affective and emotional needs of the child. Some questions gave rise to the proposition of this research: In what terms has the discussion of the relevance of the institutions of Early Childhood Education for the cognitive, affective, moral and aesthetic development of children been placed? Has drawing, as an activity used in the routine of these institutions, been thought of as a potentiator of literacy and insertion in the literate universe? What are the contributions of historical-cultural theory in relation to drawing and literacy? In search of answers to these questions, a study was designed aiming at a systematic approach to the pedagogical practice in order to know the conceptions present and expressed by teachers. The following specific objectives were established: a) To know the impressions of teachers of Early Childhood Education on how they saw the role of drawing in teaching practices; B) To understand how these teachers conceived the connection between drawing and literacy; C) Indicate possibilities of pedagogical articulation between drawing and literacy aiming at the full development of the child, in the perspective of historical-cultural theory. The qualitative research used the historical-cultural approach. The following research procedures were used: a) observation of the work of a teacher of a public institution of early childhood education with children between four and five years, especially in the production of drawings and work with written language; B) interview with four teachers of Early Childhood Education, one of them acting as coordinator in a second institution of Early Childhood Education. The interview with the teachers had as an object of investigation their perceptions about the use of the drawing as an activity of teaching and the way of insertion of the children in the literacy. The research found that the teachers value the drawing, perform activity with design but, tend to consider it as training of motor coordination or introductory to mathematical notions for Elementary School. It was pointed out the relationship with literacy, but it was not verified in the practices of the teachers and in the testimonies forms of effectiveness of this relation. It was emphasized, in conclusion, the need for reinforcement in the continued formation of teachers.