O desenho como experiência significativa no ensino aprendizagem de artes visuais na educação infantil

Abstract

This research is premised to verify the possibility of early childhood education institutions in promoting visual arts learning teaching through meaningful and contextualized proposals through design. Children's drawing is understood as a language used by children to communicate and express themselves before the acquisition of writing. It has been part of the children's routine in Early Childhood Education since very young. The records that begin as a tangle of scribbles accompany the development of children and become more defined figures and representations rich in detail. By experiencing these experiences from the drawing, the child develops cognitively and expressively. In this sense, the teacher plays an indispensable role in assisting children in the evolution of their drawings; he/she is responsible for instigating children in the acquisition and consolidation of graphic language. This research was carried out from the bibliographic survey, necessary due to the due theoretical basis. The study proved it is possible to develop art teaching in Early Childhood Education through the planning of significant drawing activities, however, it was also proven that it is urgent to invest in the continuing training of teachers, including topics that encompass art teaching, the current conception of children and Early Childhood Education, with a view to overcoming the gaps in initial formation or lack thereof.