Do livro ao pátio: O brincar, a literatura e as vivências artísticas como proposta pedagógica para crianças de quatro e cinco anos na EMEI do bairro Mansour em Uberlândia, MG

Abstract

This study analyzes and reflects on how play, artistic practices, and literature constitute a pedagogical proposal that enables meaningful learning and contributes to children’s holistic development. To this end, a pedagogical practice was carried out with four- and five-year-old children at EMEI “Mansour,” in Uberlândia, Minas Gerais, which intertwined children’s literature—through the work Kaba Darebu, by Daniel Munduruku (2002)—different artistic languages, and moments of play. This practice promoted experiential, sensory, motor, and cognitive experiences for the children, while also enabling new perspectives on the pedagogical practices offered to them in early childhood education settings. To support the discussion, theoretical contributions from authors such as Lev Vygotsky (1991), Henri Wallon (1981), John Dewey (1979), Girardello (2007; 2011), Kishimoto (1994; 2010), as well as studies related to the Reggio Emilia approach. As a result, the study highlights the teacher’s investigative stance, which transforms the everyday environment into a learning space through dialogue and Art. It also emphasizes the child as the central subject of the process, possessing cultural capital and knowledge to be shared with peers and teachers.