A mediação pedagógica na interação de crianças com o desenho na Educação Infantil
The present work aimed to analyze ways of mediation of teachers in the promotion of interactions and experimentation of children with drawing in early childhood education. For this, thematic issues related to the place of drawing in this educational stage and the mediating role of teachers as med...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/28143 |
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| Resumo: | The present work aimed to analyze ways of mediation of teachers in the promotion of
interactions and experimentation of children with drawing in early childhood education. For
this, thematic issues related to the place of drawing in this educational stage and the
mediating role of teachers as mediators of their learning. Research development was guided
by the following premises: a) drawing is a fundamental language for children's development;
b) its learning implies systematic and intentional interactions and mediations / interventions;
c) this mediation is fundamentally, although not exclusively, the responsibility of the teachers,
responsible for promoting, in institutional spaces and times, conditions for children to live
significant experiences with drawing. The research aimed to answer the question: how do
teachers mediate children's interactions/experimentation with drawing in early childhood
education? As theoretical-methodological contributions, the study assumed principles of the
qualitative approach and the historical-cultural approach of L. S. Vygotsky and M. Bakhtin's
propositions for the research on human processes, according to which, in such research it is
necessary to consider: that the objects of study are not given, but exist as permanent
construction; that your understanding requires your situation in the context of relationships
that constitute it; that both the object and its comprehension are discursive-text productions;
that research relations are relations co-constructed between researchers and research
subjects and demand from the researcher movements of approach and withdrawal,
responsibility and sensitivity. The methodology involved, as procedures, document analysis,
semi-participatory observation and semi-structured interviews. The study was carried out in a
kindergarten institution of the public school of Natal/RN, in two "Level IV" classes, with
children from 5 to 6 years old. The data analysis made it possible to realize that the
mediations performed by the teachers restrict the possibilities of drawing experimentation by
the children, since quantitatively, there are few situations of drawing activities. From a
qualitative perspective, it was found that mediations are carried out in the following ways: i)
Interventions that provide opportunities for exploration and rearing for children; - When
teachers define themes and offer models, but instigate creation; - When teachers define
themes, they do not offer models and encourage the enrichment of the record/production; ii)
Interventions that restrict children's possibilities for exploitation and rearing: - When teachers
define themes, they provide role models and control children's actions/choices; - When
teachers do not offer help requested by children in their productions; - When teachers
intervene in children's productions without request / authorization. These evidenced modes
of intervention also reveal a restriction on the possibilities of children's interactions with
drawing as a language and, therefore, on the development of their creative potential, since
there is a predominance of interventions to control children's productions with a view to a
product. defined by the teachers. At the same time, they point to the need to reconfigure
these practices in order to enable children to experience and explore drawing in a meaningful
way to their creative abilities and integral personal development. Our study reveals that, as
for the drawing, as well as the children, the teachers - and other professionals of the
institution - need intentional and systematic mediations in order to be able to reframe the
drawing, its learning, its teaching and its teaching role, which implies initial and continuing
training, as well as ethical, political and aesthetic commitment to children and their education. |
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