Ludicidade, estética e formação em contexto: as implicações de uma proposta formativa ludo-estética contextualizada na prática de educadoras infantis

Abstract

The main goal of this thesis is to investigate the impacts and transformations of ludic and esthetic training in context on pedagocical practice of child educator at work with visual arts. Considering the nem demands pointed by the early childhood (DCNEI) of 2009, at which point the pedagogical work from political and esthetic, ethical principles that are fied to experiences in play and in social interactions. We what impacts of ludic and esthetic training in pedagogical practices in children educators? The ttheoretical pillars of support of this project lie on the work of: Formosinho (20013), Imbernón (2010) and Tardiff (2002) with regend to teacher training; Vygotsky (1989), Benjamin (1984), Brougeré (2000), in playful practices and have as references: Barbosa( 2009), Duarte Jr (1999), Hernandez( 2000), Read (2010), and Schiller (1979) as for the perspective of esthetic education. As a methodological approach will be used yhe qualitative research in action, research from André (2001), Barbier (2002), Thiollent (1998), Bogdan and BICLEY (1994). Colaborative research suggests that teacher training practices of early childhood education are significant if we take as the main column training in context linked to its dimension situated and in particular aiming their personal and institutional needs and potential. The playful dimension coupled with esthetic formation has a formative gain when aligned, fostering a new tessitura of cultural know ledge that transform, strengthen and broaden the esthetic conscieioussens of educators transfiguring in this way impacts and transformations in its pedagogical praxis in visual languages in early childhood educators.