Momo, MariangelaSantos, Daniel Medeiros dos2019-11-252019-11-252019-02-25SANTOS, Daniel Medeiros dos. Os desenhos na educação infantil: documentos para conhecer as crianças, suas infâncias e pensar sua educação. 2019. 143f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2019.https://repositorio.ufrn.br/jspui/handle/123456789/28001In contemporary times, drawings are used by most children in various contexts and not only at the reference spaces destined to them in Preschool Education. Through their draws, the children leave their marks in the world, marks that communicate, for example, about their culture, the childhood and some practices they are guided by. This way, I chose as objective if this research analyse those drawings, associated with the children’s speeches, as documents that contribute for us to know the children, their childhood and think about their education. Moved by the question how the drawings with the speeches of the children contribute for us to understand the ways of being a child, live the childhood and think their education, I decided to go in a school of Preschool Education, located at São João do Sabugi, state of Rio Grande do Norte/Brazil, in a level 5 class, composed by 19 childrens. Anchored by the theoretical perspectives of Cultural Studies in Education and Sociology of Childhood, I build this dissertation from the comprehension of the children as social actors, beings of rights and producers of culture, being able to modify their reality, also to produce culture from their understanding and meanings stablished in relationships with adults (CORSARO, 2011). Based in these theoretical perspectivies, I chose the qualitative research method by considering the constructed view from the considerations of the entire research process. Beyond that, I decided for a theoretical-mothodological course inspired by ethnography using observations, drawnings, field journal, photographs, talking to the children and the teachers to the construction of information that constituted as materials to analyze. The obtained data allowed me to organize the results in two axes of analysis. One of those axes that organizes around the life aspects of the children’s life, as family, the religious and living experiences, proving the drawings are, in fact, a document full of possibilities to know the children and their childhood, once they show records that children live on their own contexts. The other axe discusses the teacher's practices, since the drawings also show aspects of this practice that need to be problematized and reviewed, because, by the investigated context, the children haven’t had a promising encounter with this language among their growing. Being part of this two axes are the confirmation that the drawing materialize the significant experiences of the children and alow to the adult know aspects of their childhood's experiences. However, it comes to a fact that the drawings by itself do not allow a just interpetation about what it's been representing at the top of the paper, is necessary allow the children to talk about what they produced, once their senses may be distinct from the ones assigned by the adults. The adult logic of look quickly the children's drawings without stablishing a dialog does not allow closeness to children and their childhoods. It's necessary for the teacher to allow the children to create their drawings in their own rhythm and modes, without requirements, respecting, this way, they moments of expression that do not stop them from teach another languages. Thus, become confirmed that drawing are the most rich way of materialization of the comunication, construction and expression of the childhood language. They are effective documents that present a lot of different possibilities to knowing the children, their childhood and reflecting about their education in the relation with themselves and with the others.Acesso AbertoDesenhosCriançaInfânciaCulturamasterThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO