THE DRAWING OF 3-YEARS OLD CHILDREN AND THEIR ARTICULATION WITH THE RUDIMENTS OF WRITING

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dc.contributor.authorEscudeiro, Cristiane Moraes
dc.contributor.authorBarbosa, Eliza Maria [UNESP]
dc.contributor.authorSilva, Jana-Na Cassiano
dc.contributor.institutionRede Municipal Araraquara
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionUniversidade Federal de Goiás (UFG)
dc.date.accessioned2018-11-26T17:40:37Z
dc.date.available2018-11-26T17:40:37Z
dc.date.issued2016-01-01
dc.description.abstractThis article describes and analyzes the construction of a didactic sequence used to ensure the development of the body image, carried out with children aged three to four years old, who attend a public Early Childhood Education in Araraquara. We defend the point of view that this stage of basic education although does not have as main function consolidate the literacy process can offer a unique contribution to this process as we conceive it as the result of a process that articulates gestures, spoken language, drawing and writing, in a collective and cultural construction trajectory. The presuppositions of Cultural-Historical Psychology and Historical-Critical Pedagogy subsidize the discussion. Based on this approach, we seek references to defend the drawing as one of the exclusively human ways to represent reality, turning it as teaching significant content. To defend it as a teaching content and build a didactic sequence to allow its further development we reiterate the humanizing role of formal education as defined by Historical-Critical Pedagogy. The results of sequence execution indicate an advance in the graphic expressions of children and support the conception of early childhood education as a context of consolidation, in contemporary times, of the maximum possibilities of children as generic humans.en
dc.description.affiliationRede Municipal Araraquara, Educ Infantil, Araraquara, Brazil
dc.description.affiliationUNESP, Fac Ciencias & Letras FCLAr, Dept Psicol Educ, Educ, Araraquara, Brazil
dc.description.affiliationUniv Fed Goias, Dept Psicol, IBIOTEC UFG, Programa Posgrad Educ, Catalao, Brazil
dc.description.affiliationUnespUNESP, Fac Ciencias & Letras FCLAr, Dept Psicol Educ, Educ, Araraquara, Brazil
dc.format.extent2287-2305
dc.identifierhttp://dx.doi.org/10.21723/riaee.v11.esp4.9194
dc.identifier.citationRevista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 11, p. 2287-2305, 2016.
dc.identifier.doi10.21723/riaee.v11.esp4.9194
dc.identifier.issn2446-8606
dc.identifier.lattes9922907436527599
dc.identifier.lattes0000-0002-9452-6008
dc.identifier.urihttp://hdl.handle.net/11449/163238
dc.identifier.wosWOS:000410631500004
dc.language.isopor
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relation.ispartofRevista Ibero-americana De Estudos Em Educacao
dc.rights.accessRightsAcesso restrito
dc.sourceWeb of Science
dc.subjectDrawing
dc.subjectEarly childhood education
dc.subjectHistorical-critical pedagogy
dc.subjectCultural-historical psychology
dc.subjectLiteracy
dc.titleTHE DRAWING OF 3-YEARS OLD CHILDREN AND THEIR ARTICULATION WITH THE RUDIMENTS OF WRITINGen
dc.typeArtigo
dcterms.rightsHolderUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
unesp.author.lattes9922907436527599[2]
unesp.author.orcid0000-0002-9452-6008[2]

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Artigos - Psicologia da Educação - FCLAR