O ateliê de artes: um laboratório de encantamentos para as infâncias

Abstract

The present research, entitled “The Arts Studio: a laboratory of enchantments for childhoods”, is the result of a qualitative research, which has as instruments the bibliographic research and a field research, from sensitive participant observation, as an atelierist, from the expression of the subjects involved and their creation of meanings carried out in two Arts studios, one located in a formal educational space and the other in a non-formal one, both located in Fortaleza/CE.This research was motivated by the contributions that the contact with Art can bring to the development of children as well as by the recognition that the studio is the most suitable space for that, consisting of a place that generates learning from the appreciation of the expressive manifestations of the art’s kids. To support this research, the following theoretical frameworks were used: Vea Vecchi (2019), Lella Gandini (2019), Charles Schwall (2019), Alfredo Hoyuelos (2020), Gohn (2015), Lachini and Lemos (2021), Derdyk ( 1989), Schmith (2021), Bastos (2015), Barbieri (2017), among others. Our general objective is: to identify the contributions of the Arts studio to children and as specific objectives: to define and characterize what makes up a studio that promotes artistic and aesthetic experiences; to identify the qualities and competences present in the work of the professional atelierista; and to describe and analyze artistic practices in studio in formal and non-formal educational spaces. To answe to the objectives, the work was organized into five parts: chapter one, which contains the introduction; chapter two, where we present how the emergence of the Arts studio is related to the historical path of Art teaching, especially in Brazil, as well as what are the qualities that this studio should have and what kind of experiences it should promote; in chapter 3, we highlight the relevant figure of the atelierista within the context of the studio, who, as a mediator and promoter of enchantments, drives learning; in chapter 4, we go into the practices carried out during the research in formal and non-formal educational spaces, an opportunity in which we reflect on similarities and differences, learning and challenges; and, finally, we have the topic referring to the final considerations, when we reflect on the results of the research, stating that the Arts studios, even if still under construction like those under analysis, are able to promote the development of the multiple languages of the children, being able to represent, therefore, the narrated experiences, important didactic contributions for the education.