O desenho como precursor da escrita pré-escolar: contribuições da psicologia histórico-cultural e da pedagogia histórico-crítica
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Data
2021-07-28
Autores
Bocchi, Simone Cristiane
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objeto de estudo o desenho na pré-escola, compreendo- o como atividade produtiva e acessória da idade pré-escolar, entendendo-o como precursor da escrita, a forma mais aperfeiçoada do sistema de representações, cuja apropriação pelas crianças está condicionada sobremaneira à criação de elementos de diferenciação pelo desenho. O objetivo do trabalho foi produzir diretrizes e princípios teórico-práticos das contribuições da Psicologia Histórico-Cultural que nos permitisse compreender o desenvolvimento do desenho e sua relação com a gênese da escrita, partindo do pressuposto de que o aperfeiçoamento dessas duas formas de representação (desenho e escrita) não é espontâneo ou natural. Este objeto surge de minhas observações e reflexões sobre as tarefas escolares de desenho desenvolvidas nas turmas pré-escolares da rede municipal de Araraquara, onde atuo como professora. A questão que sustentou esta pesquisa era de que os professores pré-escolares, desconhecendo a tarefa de desenho como linguagem e sua importância no desenvolvimento intelectual e da personalidade, geralmente tratam os desenhos como tarefas escolares não promotoras de aprendizagem, resultando em desenhos infantis estereotipados com pouca ou nenhuma inserção no desenvolvimento da imaginação e da atividade criativa e no processo de apropriação da escrita pelas crianças. Apresentamos diretrizes e proposições teórico-práticas válidas para o desenvolvimento do desenho como atividade produtiva na idade pré-escolar, indicando quais conteúdos e formas utilizadas como diretrizes para o desenho das crianças podem consolidar a função precursora da escrita, favorecendo o aperfeiçoamento da capacidade de representação simbólica. Nas seções seguintes discutiremos à luz dos postulados do Materialismo Histórico e da Psicologia Histórico-Cultural os conceitos de atividades principal, acessória e produtiva do desenvolvimento, articulando-os ao objeto desta dissertação. Apresentamos contribuições para compreendermos o desenvolvimento do desenho, proporcionado pela inserção do mesmo como tarefa escolar consciente e planejada. Em seguida, abordamos a pré-história da escrita infantil e sua evolução até a escrita convencional, demonstrando como o desenho cria bases para o surgimento dos traços diferenciados percursores da escrita. Finalizando, a pesquisa apresenta proposições para o trabalho educativo, buscando refletir em quais circunstâncias educativas intencionais os desenhos podem materializar aspectos que indicam a transição da simbologia própria do desenho para a simbologia da escrita.
This research studies drawing in preschool, understanding it as a productive and ancillary activity of preschool age. We take drawing as a precursor of writing and the latter one as the most polished form of the system of representations, whose appropriation by children is highly conditioned to the creation of elements of differentiation through drawing. The thesis’ objective was to produce guidelines and theoretical-practical principles of the contributions of Historical-Cultural Psychology that would allow us to understand the development of drawing and its relationship with the genesis of writing. We departed from the assumption that the improvement of these two forms of representation (drawing and writing) is not spontaneous or natural. The object of this thesis proceeds from my observations and reflections on school drawing tasks developed in preschool classes of the municipal system of Araraquara, where I work as a teacher. The issue that supported this research was that preschool teachers, unaware of the drawing task as language and its importance in intellectual and personality development, usually face drawings as school tasks that do not promote learning. As a result, the children’s drawings get stereotyped with little or no involvement either in the development of imagination and creative activity, or in the process of appropriation of writing by children. We present guidelines and theoretical-practical proposals that are valid for the development of drawing as a productive activity in preschool age. We also indicate which contents and forms, used as guidelines for children’s drawings, can consolidate the precursory function of writing, favoring the improvement of the capacity of symbolic representation. In the next sections we discuss the concepts of main, ancillary and productive activities of development from the perspectives of Historical Materialism and Historical-Cultural Psychology. We depart from such viewpoints to study the object in question. Then we present contributions for the understanding of the development of drawing, provided by its insertion as a conscious and planned school task. Next, we approach the prehistory of children’s writing and its evolution to conventional writing, demonstrating how drawing creates bases for the emergence of differentiated traits that precede writing. Finally, the research presents propositions for educational work, pondering in which intentional and educational circumstances drawings can materialize aspects that indicate the transition from the symbology of drawing to the symbology of writing. .
This research studies drawing in preschool, understanding it as a productive and ancillary activity of preschool age. We take drawing as a precursor of writing and the latter one as the most polished form of the system of representations, whose appropriation by children is highly conditioned to the creation of elements of differentiation through drawing. The thesis’ objective was to produce guidelines and theoretical-practical principles of the contributions of Historical-Cultural Psychology that would allow us to understand the development of drawing and its relationship with the genesis of writing. We departed from the assumption that the improvement of these two forms of representation (drawing and writing) is not spontaneous or natural. The object of this thesis proceeds from my observations and reflections on school drawing tasks developed in preschool classes of the municipal system of Araraquara, where I work as a teacher. The issue that supported this research was that preschool teachers, unaware of the drawing task as language and its importance in intellectual and personality development, usually face drawings as school tasks that do not promote learning. As a result, the children’s drawings get stereotyped with little or no involvement either in the development of imagination and creative activity, or in the process of appropriation of writing by children. We present guidelines and theoretical-practical proposals that are valid for the development of drawing as a productive activity in preschool age. We also indicate which contents and forms, used as guidelines for children’s drawings, can consolidate the precursory function of writing, favoring the improvement of the capacity of symbolic representation. In the next sections we discuss the concepts of main, ancillary and productive activities of development from the perspectives of Historical Materialism and Historical-Cultural Psychology. We depart from such viewpoints to study the object in question. Then we present contributions for the understanding of the development of drawing, provided by its insertion as a conscious and planned school task. Next, we approach the prehistory of children’s writing and its evolution to conventional writing, demonstrating how drawing creates bases for the emergence of differentiated traits that precede writing. Finally, the research presents propositions for educational work, pondering in which intentional and educational circumstances drawings can materialize aspects that indicate the transition from the symbology of drawing to the symbology of writing. .
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Palavras-chave
Desenho, Escrita, Pré-escola, Psicologia histórico-cultural, Drawing, Writing, Preschool, Historical-Cultural Psychology