O DESENHO COMO PRÁTICA PEDAGÓGICA NOS ANOS INICIAIS NO ENSINO FUNDAMENTAL

Abstract

The present work consisted of epistemological apostes based on several authors who dialogue about the practice of drawing in the pedagogical action in the early years of Elementary School both in the area of Pedagogy and psychology. It is mentioned that the drawing has been doing human action since primitive times to ensure the communication process, as well as in order to express or record their movements in caves. Nevertheless, the design allows the demonstration of behaviors and feelings, besides measuring imagination, creativity and the development of learning. Thus, the investigated problem sought answers about the question: how do teachers use drawing in pedagogical practice in the early years of elementary school in the curricular component of arts? The general objective was to understand how teachers use drawing in pedagogical practice in the early years of Elementary School in the curricular component of Art. For this, the methodological procedures adopted were a basic research, with exploratory-descriptive objective and qualitative approach through a lead in books, articles, dissertations and theses to support the object. As soon as, it is emphasized that drawing is a tool that outlines to the teacher to fully develop skills and skills for meaningful learning by integralizing the knowledge required in language and in the exercise of citizenship.