BRINCANDO DE ESCONDE-ESCONDE: À PROCURA DA ARTE NA EDUCAÇÃO INFANTIL

Abstract

The art has an important role in everybody`s lives and, in the educational contexts. The study with different artistic languages is gaining relevance and can amply collaborate in the children`s development. Nevertheless, experiences point out that childhood education institutions have emphasized pedagogical teaching and restrictive practices, which in general highlight the writing, reading and calculations to the detriment of other activities, for example, the contact with and learning of artistic languages, the playing, the ludic, the make believe, the fantasy, among others. The objective of this research was to investigate and problematize which and how pedagogical practices are held with arts in the childhood education in a municipal childhood education center, located in Guarapuava city, Paraná State. Observations of pedagogical practices were carried out in two groups of children, and questionnaires were applied to the teachers of the investigated groups and to the pedagogical team of the institution, aiming to understand how the practices occur and to problematize the monitored procedures and specified concepts. As a result, it was possible to recognize that the pedagogical practices of the observed teachers do not value cultural diversity, expression, interaction, creative processes of the children, since the majority of the situations and monitored activities tend to the reproduction and control of the body, aiming the production of assignments to compose the portfolio of activities of the groups and children, i.e. the propositions revealed specific guidelines to the children, with semi-ready drawings for coloring, completing or gluing. Concerning music, when this event takes place it is an excuse for routine actions such as feeding and hygiene. We also recognize that institutionally the teachers need support to organize their classes, as well as materials to work with the children, what led us to notice that the predominant working method is the consequence of a series of aspects that are not appropriately carried out such as the continuing formation of the teacher, the funds for childhood education, among others. Taking into consideration the context of devaluation of the childhood education, but aware about the importance of the teachers` role with the small children, we suggest the playing as a possible way for the teachers who intend to carry out their work with arts in the childhood education. As the core of the work with children, this level of teaching by playing as part of the daily routine of children, can provide them enriching and pleasurable experiences of contact and coexistence with different artistic languages.