O papel do(a) professor(a) no trabalho com arte na educação infantil: a experiência do Espaço Aquarela

Abstract

This research, using a qualitative approach (MINAYO, 1994), was carried out during the second semester of 2019 and presents a case study (CHIZZOTTI, 2006; ALVES-MAZZOTTI, 2006) concerning the art work of a pedagogue in a multi-age classroom with children at the age of 3, 4 and 5 years old, at Aquarela Espaço Infantil, institution located in Fortaleza/Ce. Its main objective is to reflect on the role of the Early Childhood Education teacher in planning aesthetic experiences (LARROSA, 2002; DEWEY, 2010; PINAZZA; GOBBI, 2014), organizing spaces, pedagogical interventions and documenting the artistic process of these children, based on the Reggio Emilia's pedagogical approach (EDWARDS; GANDINI; FORMAN, 2016). To make this possible, in addition to the bibliographic study of the theme, participant observation, semi-structured interviews with the teacher and the educational supervisor, the preparation of a field diary and document analysis were used as research instruments. From this investigation, it was observed and analyzed artistic activities made with the children, involving their participation in the Mamulengos Project, in the creation of drawings and paintings and in clay modeling. In view of Reggio Emilia's proposal, it was possible to verify, through field research, that the teacher's pedagogical practices are aligned with the approach, in which Aquarela, as an institution, is inspired. For this, characteristics common to teachers who work with arte in Reggian schools were taken into account, among which are the planning from a sensitive perspective to the needs and interests of the small ones; the provision of varied and adequate spaces and materials; the creation of contexts for pedagogical interventions that challenge rather than give answers, making the art, in addition to a unique expression of the child, also a moment of learning; the reflection of the teacher and children with the use of pedagogical documentation. In addition, this research demonstrated the importance of educating the educator, not only concerning children's art, but also aesthetic training itself, in order to promote meaningful experiences in this regard.