Resumo

JARABIZA, Vander. O desenho infantil na prática pedagógica de professores da educação básica: das vivências às valorizações. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2011, vol.20, n.36, pp.245-245. ISSN 0104-7043.

The research presented in this Masters thesis was motivated by my career as an apprentice teacher and the way I have been appropriating knowledge along my journey as a person and as a professional. For this reason, I choose to investigate the value of children’s drawing in the itinerary of five teachers (four females, one male) from the school public network of the city of Sinop (State of Mato Grosso, Brazil). The methodology is focused on the use of narratives with nuances of a biographical work inspired by Josso (2004). My main objective was to turn visible the value attributed do children’s drawings in the classroom, having in the remembering of their educational trajectories, the potential matrix (PERES, 1999) of depositories in front of possible valuations. I also tried to paint some nuances about the influence of those remembering in the teachers’ pedagogical practices. I could perceived in our research’s results as revealed by the teachers, that valuation or not of the drawing is permeated by the influences of their learning trajectories. I conclude that drawing as a pedagogical tool is not sufficiently internalized and objectified in their practices. On the other hand, our results confirm what have been said about how much the remembering and the images about what we learn, especially in initial years, are important for ulterior learning and, above all, for the options that we made through our personal and professional journey.

Palavras-chave : Education; Imaginary; Drawing Children; Autobiographical Narratives.

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