Relatos de experiências e estética no ateliê: narrativas e o processo de desenvolvimento e aprendizagem na educação infantil
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Data
2021-12-14
Autores
Neves, Bianca Pereira
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Universidade Estadual Paulista (Unesp)
Resumo
A partir desta dissertação eu busco compartilhar com você leitor, relatos de experiências estéticas de ateliê com crianças de 2 a 5 anos, as quais participei como observadora e mediadora. Inseridos em um contexto de relacionamentos potentes, no qual as crianças conectavam ideias, levantavam hipóteses e criavam significados a partir das suas relações com o meio, os outros e com os materiais. Momentos de simplicidade, em que a estética acompanha o processo de desenvolvimento das crianças e através de um emaranhado de linguagens, sem rigidez, sem fórmulas foi possível explorar um mundo plural, realizar trocas e partilhas a partir de propostas que ensinam e ressignificam. Essa multiplicidade de linguagens permite um mergulho nos sentidos e significados da vida, possibilitando que a criança se entregue ao falar, expor, questionar, errar; através dos materiais, das experiências de ateliê e do pensamento estético. As propostas foram realizadas em uma escola privada do município de Uberlândia-MG, no ano de 2019 e 2020, foram mediadas por mim e de forma generosa as crianças partilharam e contribuíram para que essas propostas fossem um processo de construção do seu conhecimento. Estes momentos de trocas durante as experiências estéticas de ateliê proporcionaram reflexões que permeiam na complexidade do desenvolvimento das crianças da primeira infância. Estar ateliê, se permitir nessa construção do aprendizado através da estética e os conceitos acerca desta prática apresentam conexões com a experiência das escolas municipais de Reggio Emilia, a modo de que se busca pontuar teoricamente neste trabalho as perspectivas que confirmam os notáveis avanços no desenvolvimento do processo de educação das crianças nas escolas que utilizam o ateliê, a estética como base para o aprendizado na educação infantil. Portanto, nesta dissertação, há diferentes vertentes (teórica e empírica) que se associam para descrever as conexões relevantes das experiências no ateliê para as crianças. Assim, as vias utilizadas para a realização da pesquisa foram os relatos de experiências, a partir dos momentos partilhados com as crianças; as mini-histórias, que surgiram a partir das falas e fotografias coletadas durante as propostas; a pesquisa participativa, na qual eu estive não só como observadora, mas também como participante de todas as propostas realizadas. Durante a realização da pesquisa foram evidenciadas as falas e projetos das crianças a fim de reforçar a importância de suas contribuições durante as propostas, expondo suas singularidades e seus diferentes modos de se olhar o mundo.
From this dissertation I seek to share with you the reader reports of aesthetic studio experiences with children from 2 to 5 years old, which I participated as an observer and mediator. Inserted in a context of powerful relationships, in which children connected ideas, raised hypotheses and created meaning from their relationships with the environment, others and materials. Moments of simplicity, in which aesthetics follows the children’s development process and through a tangle of languages, without rigidity, without formulas, it was possible to explore a plural world, carry out exchanges and sharing based on proposals, which tea - ch and give new meaning. This multiplicity of languages allows a immersion in the senses and meanings of life, enabling the child to give in to speak, expose, question, make mistakes; through ma - terials, studio experiences, aesthetic thinking. The proposals were carried out in a private school in the city of Uberlândia-Mg, in 2019 and 2020, they were mediated by me and the children gene - rously shared and contributed to these proposals being a process of building their knowledge. These moments of exchange during the aesthetic experiences of the studio provided reflections that permeate the complexity of the development of early childhood children. Being a studio, allowing oneself in this construction of le - arning through aesthetics, and the concepts about this practice have connections with the experience of municipal schools in Reggio Emilia, so that we seek to theoretically point out in this work the perspectives that confirm the remarkable advances in the development of the process of education of children in schools that use the studio, aesthetics as a basis for learning in early childhood education. Therefore, in this dissertation, there are di - fferent strands (theoretical and empirical) that come together to describe the relevant connections of the experiences in the stu - dio for the children. Thus, the ways used to carry out the resear - ch were experience reports; from the moments shared with the children, the mini-stories; that emerged from the speeches and photographs collected during the proposals, participatory rese - arch; in which I was not only an observer, but also a participant in all the proposals made. During the research, the speeches and projects of the children were highlighted in order to reinforce the importance of their contributions during the proposals, exposing their singularities and their different ways of looking at the world.
From this dissertation I seek to share with you the reader reports of aesthetic studio experiences with children from 2 to 5 years old, which I participated as an observer and mediator. Inserted in a context of powerful relationships, in which children connected ideas, raised hypotheses and created meaning from their relationships with the environment, others and materials. Moments of simplicity, in which aesthetics follows the children’s development process and through a tangle of languages, without rigidity, without formulas, it was possible to explore a plural world, carry out exchanges and sharing based on proposals, which tea - ch and give new meaning. This multiplicity of languages allows a immersion in the senses and meanings of life, enabling the child to give in to speak, expose, question, make mistakes; through ma - terials, studio experiences, aesthetic thinking. The proposals were carried out in a private school in the city of Uberlândia-Mg, in 2019 and 2020, they were mediated by me and the children gene - rously shared and contributed to these proposals being a process of building their knowledge. These moments of exchange during the aesthetic experiences of the studio provided reflections that permeate the complexity of the development of early childhood children. Being a studio, allowing oneself in this construction of le - arning through aesthetics, and the concepts about this practice have connections with the experience of municipal schools in Reggio Emilia, so that we seek to theoretically point out in this work the perspectives that confirm the remarkable advances in the development of the process of education of children in schools that use the studio, aesthetics as a basis for learning in early childhood education. Therefore, in this dissertation, there are di - fferent strands (theoretical and empirical) that come together to describe the relevant connections of the experiences in the stu - dio for the children. Thus, the ways used to carry out the resear - ch were experience reports; from the moments shared with the children, the mini-stories; that emerged from the speeches and photographs collected during the proposals, participatory rese - arch; in which I was not only an observer, but also a participant in all the proposals made. During the research, the speeches and projects of the children were highlighted in order to reinforce the importance of their contributions during the proposals, exposing their singularities and their different ways of looking at the world.
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Palavras-chave
Ateliê, Estética, Experiência, Educação infantil, Narrativas, Imagens, Mini-histórias