Rabiscar e aprender a narrar desenhando na creche.

Abstract

In the current study, I approach drawing and scribbling on 2 and 3 years old children from Maternal I class on a public school located on Júlio de Castilhos/RS in order to point out the educational relevance of early scribbling on the narrative learning process at such school. Early drawing and scribbling description process comes from a questioning on how the children may learn to imagine their narrative interaction with adult while scribble playing at the school educational context. The goal is to correlate their adult and other children interaction with their scribble and drawing actions assuming the understanding of a poetic imagination as a language experience, which happens in a simultaneous and not prior step to what they learn or may yet to learn. By doing so, it denies infancy as just a psychological development to be raced on and highlights, with Gaston Bachelard (1988), the relevance of a childhood reverie, those formative of the first images, wondering and daydreaming, because these are the images transformed to language by us. To do so, it makes the choice of the phenomenological approach to accomplish three reflection moments: the already lived moment description, its interpretation and its pedagogical possibility projection on very early childhood as supported in a dialogue between Umberto Eco (1994), Regina Machado (2004), Jerome Bruner (1997), Maria Carmen Barbosa (2013; 2010), Sandra Richter (2014; 2010; 2005, 2004), Marcia Aparecida Gobbi (2014; 2013; 2012) e Marina Marcondes Machado (2011; 2010; 2004). From such coexistence, photographic records and educational monitoring of a child's play, narrative, fantasy, mimic and scribble and living an interactive and speaking entity placed as a language player to come up with moments expressing the whole process on how to narrate to organize the live together action. To scribble is a language action from a player entity on this world, a particular way used by a child to express his first traces and marks in order to share his social thinking experience. It's not an already finished work, since drawing shows itself on each entity movement in a poetic experience used to investigate the graphical matter, sense experimentation, decision making, imagination and school narrative. Such comprehension may restructure the pedagogical approach of a school by putting in perspective the importance of a teacher's work commitment in regard to an educational building which considers the language process on imagination and narrative as well as an early child care, since it's here and now, and not for what it's yet to become in the future.