Tessituras do imaginário das infâncias: memórias docentes em aproximação com as artes visuais.

Abstract

The presente study proposes to analyze and reflect on the choices of pedagogical practices developed during the Project Exposure of Apprentice Photographers, experienced in collaborative authorship with children aged 5 years to 5 years and 11 months, in an Early Childhood Education class in public schools and municipal education. The investigations are guided by the theoretical basis recommended in the meetings of PhotoGraphein - Research Center for Photography and Education. In the contexto of the research, I reconcilie the roles of childhood educator and Master’s student in Arts. In the teaching path with childhoods, the choice of pedagogical practices in approximation with the visual arts, make it possible to justify the proposition of the theme to be researched. Bearing in mind the tessitures of childhood imagination as an instrument to promote knowledge about teacher training in the contexto of such experiences in everyday school life, the research question is considered relevant: What tessitures of childhood imagination build the course of teacher training with regard to the choices of teacher pedagogical practices in approximation with the Visual Arts in the daily life of Early Childhood Education and the Early Years of Elementary School I (1st to 5 th year)? The general objective of the research is to contextualize the experiences, challenges and theoretical conceptions that indicate such fabrics of childhood imaginary, in a perspective of thinking about the construction of teacher training paths in the contexto of choices of pedagogical practices in approximation with the Visual Arts. The theoretical foundation proposes a dialogue with researchers who are mobilized to analyze Education, Art-Education and the Visual Arts: Bondía (2002); Félix Guattari (1990); Jean-Jacques Wunenburguer (2008); Paulo Freire (2000); Marie-Christine Josso (2007); Walter Benjamin (1985); and beyond. Such tessitures run through paths that make it possible to apply the research methodology through na experiential approach, as a powerful investigative tool in the face of the development of reflections about the contemporary imagery reality and in the exercise of criticality from such na early age. The final considerations promote reflections to encourage more researchers to disseminate their studies in contexts that recognize the tessitures of childhood imagination as a starting point for choosing their pedagogical practices.