O ensino do desenho como linguagem: em busca da poética pessoal
Arquivos
Data
2016-03-07
Autores
Tsuhako, Yaeko Nakadakari [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho decorre de pesquisa que teve por objetivo geral pôr em discussão práticas pedagógicas que favoreçam o desenvolvimento do desenho como linguagem e, como objetivos específicos, realizar estudos teóricos que embasem a compreensão do desenho como linguagem; explicitar os meios para a superação de concepções e práticas pedagógicas que limitam o desenvolvimento do desenho; identificar quais conteúdos e procedimentos metodológicos favorecem no professor e nas crianças a compreensão e o uso do desenho como linguagem. Um curso de formação continuada de professores em desenho foi objeto de análise, a qual tornou possível a explicitação do processo de apropriação do conhecimento dos educadores, a constituição do professor como sujeito autor e as mudanças que ocorreram nos educadores a partir de sua própria atividade e a ação do outro. Esse processo de análise valeu-se da teoria histórico-cultural como base para a análise dos dados. Este trabalho defende que o desenho é uma importante forma de linguagem e essencial para o pleno desenvolvimento da criança, como também constitui as bases necessárias ao desenvolvimento das formas superiores de comunicação humana. Diante do fato de que muitos professores enfrentam dificuldades ao articular a teoria com a ação pedagógica por não possuírem conhecimento sobre os conteúdos de desenho a serem ensinados, constatou-se a necessidade de investir na formação continuada de professores, superando os limites entre esta e a formação inicial, pois é no exercício da profissão que estão dadas as condições favoráveis à implementação dos pressupostos formativos obtidos na formação básica.
This work stems from a research that had as main objective to put into discussion pedagogical practices that favor the development of design as a language; and, as specific objectives, to conduct theoretical studies that could support the understanding of design as a language; explain the means to overcome pedagogical conceptions and practices that limit the development of the design; identify which content and methodological procedures favor the teacher and children understanding and use of design as a language. A course of continuous training of teachers in design was object of analysis, which made it possible to explicit the process of knowledge appropriation of educators, the constitution of the teacher as subject author and the changes that occurred in the educators from the activity and action other. This analysis process drew on the cultural-historical theory as the basis to analyze the data. This work argues that the design is an important form of language is essential for the full development of the child, but also constitutes the necessary basis for the development of higher forms of human communication. Given the fact that many teachers face difficulties in linking theory with pedagogical action because they lack knowledge about the design of contents to be taught, there was the need to invest in the continuing education of teachers, overcoming the boundaries between it and the initial training, it is in the profession who are given the favorable conditions for the implementation of the formative assumptions made in basic training.
This work stems from a research that had as main objective to put into discussion pedagogical practices that favor the development of design as a language; and, as specific objectives, to conduct theoretical studies that could support the understanding of design as a language; explain the means to overcome pedagogical conceptions and practices that limit the development of the design; identify which content and methodological procedures favor the teacher and children understanding and use of design as a language. A course of continuous training of teachers in design was object of analysis, which made it possible to explicit the process of knowledge appropriation of educators, the constitution of the teacher as subject author and the changes that occurred in the educators from the activity and action other. This analysis process drew on the cultural-historical theory as the basis to analyze the data. This work argues that the design is an important form of language is essential for the full development of the child, but also constitutes the necessary basis for the development of higher forms of human communication. Given the fact that many teachers face difficulties in linking theory with pedagogical action because they lack knowledge about the design of contents to be taught, there was the need to invest in the continuing education of teachers, overcoming the boundaries between it and the initial training, it is in the profession who are given the favorable conditions for the implementation of the formative assumptions made in basic training.
Descrição
Palavras-chave
Desenho infantil, Teoria histórico-cultural, Educação infantil, Formação de professores, Children's drawings, Cultural-historical theory, Early childhood education, Teacher training