Atividade criadora infantil: cria(e)ação em experiências estéticas artísticas em uma escola pública de Fortaleza/CE

Abstract

This research, titled “Children’s creative activity: creation and action in artistic-aesthetic experiences in a public school in Fortaleza-CE”, arises from reflections on contemporary childhood corporealities displaced from the core of educational processes due to the exclusive valorization of cognitive learning. Artistic-aesthetic experiences in the Arts field emerge, in this sense, as a potential path to stimulate children’s creative activity, bringing these corporealities to the heart of learning processes through authorship and agency. The general objective is to analyze the relationship between artistic-aesthetic experiences conducted from a Freirean dialogical perspective and the creative processes of contemporary childhood corporealities among Inf V children at a public school in Fortaleza-CE. Specific objectives include: identifying how these children understand their artistic creation processes based on school experiences; reflecting on the relationship between Freire’s dialogical principle and these children’s contemporary artistic creative processes; and understanding the meanings they assign to creative processes stemming from artistic-aesthetic experiences. The research employed a qualitative and participatory methodology, combining a literature review and field research at a municipal public school in Fortaleza-CE. Through sensitive participant observation and a phenomenological stance toward lived experiences, the researcher documented the children’s creative processes and their interpretations, identifying elements of creative activity in their corporealities via intensive dialogical exchanges with the art educator. Key theoretical references include Freire (1970), Vea Vecchi (2019), Lella Gandini (2019), Charles Schwall (2019), Souza (2001), Rinaldi (2021), Duarte Júnior (2001), Vygotsky (2018), Barbosa (1998), Barbier (2007), and Dittrich & Leopardi (2015). We conclude that artistic-aesthetic experiences mediated by Freirean dialogue enhance children’s creative activity by integrating human dimensions into learning, ensuring expressive freedom and sensitivity, and enabling the construction of contextually meaningful ideas. Children thus recognize themselves as active agents of reality, becoming responsible for its transformation.