Os saberes das artes visuais na educação infantil: o olhar de uma professora numa Escola Pública Municipal de Natal/RN

Abstract

This dissertation refers to the research of a professional master's degree in the teaching of Arts / UFRN, dealing with the knowledge of teachers in teaching Visual Arts in Early Childhood Education in a public institution in the city of Natal. Therefore, we define as objective of this research to analyze how Visual Arts teaching occurs in a public institution of Early Childhood Education through the interview of the teacher, as well as reflect, from the observation of the classroom, how such teaching is done. The work is part of the Qualitative Approach of Educational Research, the applied methodology is a case study and has as procedures of data construction semi-structured interview and participatory observation. The empirical field was constituted in a school in the metropolitan region of Natal / RN and the research subject is a teacher who acts as a holder in the level 2 group, with children between 3 and 4 years of age, and has 8 years of teaching practice. From the data analysis, based on the case study methodology, three themes emerged: Infantile Education, Visual Arts and teaching knowledge. We characterized the teaching of Visual Arts in Early Childhood Education based on the concepts explained in the narrative and in the practice of the teacher investigated; To identify the conceptions about Visual Arts in the Infantile Education of the teacher; And to analyze the teaching knowledge of the teacher about the teaching of Visual Arts. The lack of knowledge of the teachers of Early Childhood Education of the public school in the city of Natal about the language of the Visual Arts demonstrates that access, study, research and training in Art is important for them to be aware of its relevance as an area of knowledge. The need for continuing and professional training of teachers in Visual Arts, such as postgraduate and extension courses, focusing on teaching in Arts, is a great stimulus and advancement for teachers and for the improvement of Art classes as cultural training. Thus, the teacher can have theory, knowledge and adapt to their pedagogical practice. It is necessary to have a close look at this work with Visual Arts in Early Childhood Education in schools, to rethink the importance of this language, teacher training, a meaningful practice, valuing creativity, child development and children's potential. The research carried out, together with the authors and the teacher, confirms our understanding that the need for teacher training teachers may be related to the lack of initial and continuing training.