Desenho nos anos finais do ensino fundamental

Abstract

This dissertation presents a reflection on the teaching and learning experience of drawing, an area of knowledge pertinent to the universe of the visual arts, in the final years of Elementary School and, consequently, on the educational actions carried out for this purpose in two municipal schools of Natal / RN. The overall goal of the research was to process such experience as a promoter of integral student development, with an emphasis on the role of design in cognitive development. The research focused on reviewing the role of design in the training of the young students involved. There were two distinct experiences: in Vila de Ponta Negra, Natal and in Parnamirim / RN, which associated the methodology that we were proposing with practices inside and outside the school. It is a qualitative research that deals with the interactions between mediator and students to understand how to promote internalizations about the real and virtual means of constructing, creating and expressing themselves with graphics, motivating continuity in studies and helping in professional choices, helping in different moments of life. Through this intercommunication and intersubjectivity, it is participatory action research that allowed the creation of a method of contextualization for each experience, thus confirming, in an open way, the renewal of the approach to each opportunity, even though it is the millennial theme and the concepts and elements of language so well known to those who dedicate themselves to it. The study showed how the design can contribute in a comprehensive way to the organization of the thought, to the acquisition of organizational, projective, creative and expressive abilities, raising the potential of synthesis and problem solving by the students. For all this, it is argued here that drawing is indispensable for the overall development of the human being and for deep reasons can not be overlooked or approached as a secondary didactic resource.