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O presente Relatório Final, desenvolvido no âmbito do Mestrado em Educação Pré- Escolar e Ensino do 1.º Ciclo do Ensino Básico, tem como tema “O Desenho Infantil: estudo comparativo entre a leitura de histórias sem ilustrações e com ilustrações para crianças em Educação Pré- Escolar”.
Este estudo, elaborado em contexto de Educação Pré- Escolar, possuiu como principal objetivo analisar de que forma a presença ou a ausência de imagens durante a leitura de histórias, influencia as representações gráficas das crianças.
Para tal, recorreu-se a uma metodologia de investigação- ação, centrada em quatro sessões que integraram momentos de leitura, exploração, diálogo e expressão plástica. A amostra, para uma análise mais profunda dos desenhos segundo as fases do desenho infantil de Piaget (1976), foi constituída por doze crianças entre os quatro e os seis anos de idade.
A recolha de dados foi realizada através da observação participante, registos fotográficos, produções das crianças e notas de campo. A análise dos dados deste estudo demonstra que a leitura de histórias, sem ilustrações, proporcionou uma maior liberdade criativa e uma maior imaginação. Por sua vez, a leitura de história, com ilustrações, favoreceu uma reprodução visual mais realista e detalhada.
Desta forma, o desenho infantil representa uma forma privilegiada de expressão das emoções, bem como um instrumento primordial e fundamental para o desenvolvimento da cultura visual, da criatividade e da sensibilidade estética na infância.
This Final Report, developed within the scope of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, has as its theme “Children's Drawing: A comparative study between reading stories with and without illustrations for children in early childhood education”. This study, carried out in the context of Preschool Education, had as its main objective to analyze how the presence or absence of images during the reading of stories influences children's graphic representations. To this end, an action-research methodology was used, centered on four sessions that integrated moments of reading, exploration, dialogue, and artistic expression. The sample, for a more in-depth analysis of the drawings according to Piaget's (1976) stages of children's drawing, consisted of twelve children between four and six years of age. Data collection was carried out through participant observation, photographic records, children's productions, and field notes. The analysis of the data from this study demonstrates that reading stories without illustrations provided greater creative freedom and imagination. In turn, reading stories with illustrations favored a more realistic and detailed visual reproduction. In this way, children's drawing represents a privileged form of expressing emotions, as well as a primary and fundamental instrument for the development of visual culture, creativity, and aesthetic sensitivity in childhood.
This Final Report, developed within the scope of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, has as its theme “Children's Drawing: A comparative study between reading stories with and without illustrations for children in early childhood education”. This study, carried out in the context of Preschool Education, had as its main objective to analyze how the presence or absence of images during the reading of stories influences children's graphic representations. To this end, an action-research methodology was used, centered on four sessions that integrated moments of reading, exploration, dialogue, and artistic expression. The sample, for a more in-depth analysis of the drawings according to Piaget's (1976) stages of children's drawing, consisted of twelve children between four and six years of age. Data collection was carried out through participant observation, photographic records, children's productions, and field notes. The analysis of the data from this study demonstrates that reading stories without illustrations provided greater creative freedom and imagination. In turn, reading stories with illustrations favored a more realistic and detailed visual reproduction. In this way, children's drawing represents a privileged form of expressing emotions, as well as a primary and fundamental instrument for the development of visual culture, creativity, and aesthetic sensitivity in childhood.
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Cultura Visual Emoções Desenho Infantil Jardim de Infância Ilustrações