O desenho feito por crianças de 8 a 10 anos e como o ensino de artes pode ajudar a evitar o abandono dessa prática
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Data
2022-02-03
Autores
Motoda, Karina
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho apresenta uma reflexão sobre o desenvolvimento gráfico de crianças de 8 a 10 anos de idade. Essa faixa etária foi selecionada, pois, como indicam pesquisadores como Rosa Iavelberg, Isabel Orestes Silveira, Brent e Marjorie Wilson, é por volta deste momento que muitas crianças passam a ser mais críticas e, por vezes, inseguras em relação aos seus próprios trabalhos. Elas os comparam com outras imagens que conhecem, desejando copiar e apropriar-se dos modos de desenhar próprios da cultura no qual está inserida. Esse momento contrasta com o maior espontaneísmo dos momentos anteriores de sua prática em desenho. Para entender como essa transformação ocorre, este trabalho conta com um levantamento bibliográfico de pesquisas dos autores já mencionados, outros estudos e com entrevistas com nove crianças de 8 a 10 anos de diferentes escolas. Nas entrevistas, buscou-se conhecer sobre a relação das crianças com o desenho, suas referências e suas aulas de artes na escola. E, a partir dos dados obtidos, são feitas reflexões sobre temas como o mito do “bom desenho”, a influência da cultura de massa sobre os desenhos das crianças e sobre métodos de ensino de artes que estimulem crianças de 8 a 10 anos a continuar desenhando e não abandonar essa prática por se sentirem incapacitadas e por não receberem um acompanhamento didático adequado no momento em que suas exigências e expectativas em relação aos próprios trabalhos tornam-se cada vez maiores.
This research paper presents a reflection about the children’s graphic development from ages 8 to 10 years old. This specific age group was selected because, as researchers Rosa Iavelberg, Isabel Orestes Silveira, Brent and Marjorie Wilson indicate, it’s about this moment that children become more critical and even insecure regarding their own artistic creations. They start comparing their drawings to other images they know, wanting to copy and appropriate the drawing methods of their culture for themselves. This moment contrasts deeply with the spontaneity in previous moments earlier in their drawing practice. To enable the understanding of such transformation, this research presents the studies of the authors mentioned previously, among others, and interviews with nine children from 8 to 10 years old who attend to different schools. The interviews’ aim was to get to know the children’s perceptions about drawings, their visual references, and their art classes in school. Based on the data, it were made reflections concerning subject matters such as the myth of what a “good drawing” is, the influence of mass culture over children’s drawings and the teaching methods in art classes which are able to encourage children from ages 8 to 10 years old to continue drawing, instead of abandoning this practice because they believe they don’t have the skill to do so and because they didn’t receive an adequate guidance when their criticality and expectations towards their own drawings were becoming increasingly bigger.
This research paper presents a reflection about the children’s graphic development from ages 8 to 10 years old. This specific age group was selected because, as researchers Rosa Iavelberg, Isabel Orestes Silveira, Brent and Marjorie Wilson indicate, it’s about this moment that children become more critical and even insecure regarding their own artistic creations. They start comparing their drawings to other images they know, wanting to copy and appropriate the drawing methods of their culture for themselves. This moment contrasts deeply with the spontaneity in previous moments earlier in their drawing practice. To enable the understanding of such transformation, this research presents the studies of the authors mentioned previously, among others, and interviews with nine children from 8 to 10 years old who attend to different schools. The interviews’ aim was to get to know the children’s perceptions about drawings, their visual references, and their art classes in school. Based on the data, it were made reflections concerning subject matters such as the myth of what a “good drawing” is, the influence of mass culture over children’s drawings and the teaching methods in art classes which are able to encourage children from ages 8 to 10 years old to continue drawing, instead of abandoning this practice because they believe they don’t have the skill to do so and because they didn’t receive an adequate guidance when their criticality and expectations towards their own drawings were becoming increasingly bigger.
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Palavras-chave
Desenho infantil, Cultura popular, Aprendizagem, Arte Estudo e ensino, Art Education, Children's drawings, Pop culture, Learning process