Desenho infantil na escola: a significação do mundo por crianças de quatro e cinco anos

Abstract

The objective of the present research is to seek references from Historic-cultural Psychology and Infant Sociology in order to understand and analyze childrens drawings in school beyond the stepped perspective. The research was developed with children from 4 to 5 years of age. Interdisciplinarity between such references led the capture, description and analysis of the production of the drawings. Microgenetic analysis allowed to determine a case study that highlights childrens voices and their role as active subjects in the research. Empirical data captured within the symbolic interactions and mediations flow resulted in historic-cultural and sociological data as well as oral and visual narrations. Other ways of looking children and their drawings were built under the intercrossed lens of the teachers intervention, materiality, aesthetics and sociocultural meanings that are contrary to the stepped look that commonly silence kids who draw and their graphic images. The children revealed through their transit between languages that they think critically about the world in which they live in and that surrounds them. They dealt with the temporality and influences of the visual images posted by the commercial media. They refer to literary illustrations, products and artifacts made to children. Also, they expressed the perception that they dont fit into the social hierarchy as they doubt that any adult will believe in their ideas, formulations and ability to produce a specific culture of their generation. Children also actively appropriate, articulate and manipulate values and social, cultural and ethic codes.