Concepções e práticas de desenho em um centro de educação infantil municipal e em um jardim de infância Waldorf em Fortaleza-Ce.

Abstract

The research investigates the concepts and practices of drawings in an Early Childhood Center of the City hall and in a Waldorf Kindergarten in Fortaleza-CE, by realizing, as a pre-school teacher in the public system, strong tendency to disciplining children, use of printouts tasks related to holidays, anticipation of elementary education contents and the disrepute in relation to authorial and expressive children's drawing. This way, it plots the history of art education and identifies their contributions in design education in Brazilian early childhood educational institutions; rescues the trajectory of drawing teaching in the official documents for Early Childhood Education in Brazil and Literature about Waldorf Education. Uses literature and field research methodologies. Interviews four subjects: two teachers (one in each school studied) and two children (one in each school). Authors as Steiner (2001), Lanz (2005), Ignácio (1995), Vygotsky (1988), Piaget (1973), Wallon (1983), Fusari e Ferraz (1993), Barbosa (1989), Rhoda Kellogg (1967), Iavelberg (2006), among others, make up the theoretical referenda of the research. Several design concepts arise in the researched educational locus: encouraging creativity, freedom, and child authorial expression; use of printed copies for coloring; respect and seriousness with which children’s productions are seen; drawing observation as a portrait of human development and differences in the interpretation of children's drawing. The research glimpses the possibility of a fruitful dialogue among the two drawing teaching methodologies investigated, recognizes this study contribution in developing experiences in the visual arts area in Childhood Education and foresees a fertile field of studies to be sown. Keywords: