Manchar, rabiscar e narrar no Centro Municipal de Educação Infantil Vó Tuta Pereira.

Abstract

This master's degree dissertation addresses the relationship between pedagogical action in daycare and teaching with children aged two and three years old to question and reflect on the spontaneous action of staining, scribbling and narrating at the Municipal Center for Early Childhood Education Vó Tuta Pereira, located in Caldas Novas, Goiás. Specifically, the objective is to understand the pedagogical action that listens to and welcomes the interest and curiosity of a group of Maternal I students in the experience of manipulating materials and instruments that produce lines and scribbles that spontaneously begin to narrate. Attentive observation, sensitive listening, records in field notebooks, the study of pedagogical records, lesson plans, teaching materials and the description of the immersion carried out in the daily life of the school were the procedures that, together with photographic records, allowed us to accompany young children in their first experiences of producing marks in the world. The use of photography as a record of the moment experienced is not an illustration, but a methodological attempt to look again and question how young children interact with the materials and graphic instruments available for the experience of exploring the movement of gestures that produce marks on surfaces, the body's ability to express its experiences and the possibilities of narrating sensations and ideas in the very act of smudging and scribbling. The reflection had as its starting point and theoretical methodological support the long course of phenomenological studies carried out by the research group Estudos Poéticos UNISC/CNPq on the specificity of the playful dimension of language in early childhood education. The research carried out by the group on the action of beginning to scratch and scribble, as a playful action of making a gestural narrative visible, combined with the procedures and studies at Municipal Center for Early Childhood Education Vó Tuta allow us to consider that the action of beginning to draw, which all children perform, not only encourages them to begin gestures of producing marks but also promotes possibilities of inaugurating ways of looking. While playing, two and three years old children simultaneously narrate, draw, imitate and fantasize as they experience their bodies in a language capable of producing marks to interact with the world. The teaching in daycare centers that assumes the responsibility of valuing the act of beginning to draw in daycare resizes the commitment to the act of educating each child in the group.