Experiências artísticas e estéticas na creche: tecendo malhas com os fios da linguagem artística visual

Abstract

This thesis is the result of a study on Visual Artistic Language in Daycare Center, aiming to understand its contributions to the expansion of the aesthetic dimension during childhood. It was characterized as a research built from the notion of meshwork developed by Tim Ingold. Such perspective stems from the understanding of the importance of movement, of encounters with threads-life-existences in the production of implicated knowledge, grounded in the challenge of distancing oneself from anthropocentrism, as well as from binary and exclusionary views. The research moved within the field of Childhood Pedagogy, which, in its constitutive genesis, articulates different areas of knowledge, approaching the phenomena from multiple perspectives, establishing itself as a multi-referencial production. Instruments and procedures such as observation, field notes, the reconstruction of visual and written narratives, work with photographic archives from two teachers in public institutions in the city of Irecê - BA and one teacher from Lapão - BA were employed. The production of information, study and understandings from the findings was carried out through a zoomed-in perspective on the meshwork in which threads, movements and entanglements were taken as a means to capture the clues that emerged in its weaving. It was concluded that contexts in Daycare Center involving Visual Artistic Language, generate explorations, play, discoveries, the encounter with different languages and with a wide range of textures, shapes, colors and volumes. A universe that, by integrating the complex, hybrid meshwork constituting a given real and concrete childhood, inserts elements that enrich and expand the possibilities of making it more playful and inventive. It was identified that encounters with contexts involving this language sharpens the senses, open pathways for experimentation and artistic creation, encourage very young children to make decisions, make choices, engage with expressive productions by peers of different ages and/or artists. It also allows them to establish relationships with spaces, materials, materialities and people who drive perception, stimulate memory, foster curiosity, imagination and knowledge production through multisensoriality, in processes that bring reason and imagination closer together, expanding the development of the aesthetic dimension.