Histórias, espaços e objetos: experiências artísticas pedagógicas com a primeira infância

Abstract

The present research is an analysis of the artistic and pedagogical actions developed at Escola Municipal de Educação Infantil Jean Piaget in August 2022, Uberlândia, MG. In order to investigate the importance of scenic setting and materiality in the construction of the storytelling to Early Childhood Education, since the premise these children can participate, tell and narrate stories through the space organization and the objects use. The research was on theoretic and practical storytelling to Early Childhood Education, emphasizing the use of different resources and objects, as well as the contributions of this practice to the mention children. The main subject and starting point is the development of a practical experience, using strategy Drama: Scenic Setting. The problem question was to know how the space organization, the materiality and the teacher's attitude could contribute to the three-year-old children participation in the storytelling process. From this perspective, I analyzed the teacher’s role and the children’s participation in the storytelling experience. After the theoretical study, I developed three storytelling practice with the children inspired by the tale of “The old woman who named things”, by Cynthia Rylant (1997). Through this practice, we could visualize the theoretical studies, besides illustrating a possible approach to be adopt by other children’s teachers. It chosen for this research a qualitative methodology and a descriptive character, considering the participatory research. A bibliographic survey, literature review of the main research areas (Child Education and Storytelling), document analysis (Political Pedagogical Project, Municipal Curricular Guidelines of Uberlândia, and National Common Curricular Base), fieldwork, building bridges between theory and practice performed. The practice consisted of storytelling experiences with children from EMEI Jean Piaget and the respective analyses. Theoretical background include Fábio Henrique Medeiros and Taiza Mara Moraes (2015), Lenice Gomes and Fabiano Moraes (2012), Betty Coelho (2014), Fanny Abramovich (2009), Flávia Janiaski (2019; 2020; 2021), Biange Cabral (2010; 2012), Gilka Girardello (2007; 2011) and Celso Sisto (2020P). The research comprised storytelling, using the space and materiality, as a pedagogical resource, as well as being an action with enjoys artistic process and the children development motivating, involving physical, cognitive, emotional and social issues.