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O desenho infantil livre: temáticas, significados e desenvolvimento gráfico em idade pré-escolar
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O presente relatório foi desenvolvido no âmbito do Mestrado de Educação Préescolar
e tem como propósito refletir sobre o percurso ao longo dos três estágios e
apresentar o trabalho investigativo desenvolvido. As práticas de ensino supervisionadas
em creche e jardim de infância constituíram momentos de aprendizagem, permitindo a
consolidação de conhecimentos e o desenvolvimento de competências essenciais à
prática profissional.
Relativamente ao estudo, o desenho infantil assume-se como uma forma
privilegiada de expressão, através da qual a criança revela a sua perceção e
interpretação das vivências que considera significativas, refletindo conhecimentos
adquiridos, estados emocionais e a forma como se relaciona com os contextos em que
está inserida. Neste sentido, o estudo intitulado: “O Desenho Infantil Livre: Temáticas,
Significados e Desenvolvimento Gráfico em Idade Pré-Escolar”, partiu da seguinte
questão de investigação: “Como se caracteriza o desenho infantil em crianças de idade
pré-escolar?”. Deste modo, procurou-se dar resposta às seguintes questões: Como se
caracterizam globalmente os desenhos realizados pelas crianças, nomeadamente ao
nível da cor, preenchimento e elementos gráficos utilizados?; Quais são os temas mais
recorrentes no desenho infantil livre?; Será que o desenho livre permite que as
experiências significativas da criança sejam representadas?; De que forma as crianças
verbalizam e atribuem significado às suas produções gráficas?; As produções gráficas
das crianças evidenciam características correspondentes às fases do desenvolvimento
do desenho infantil?.
O estudo teve como participantes 101 crianças com 4 e 5 anos e foi desenvolvido
com recurso a uma metodologia mista, integrando uma abordagem quantitativa na
análise dos desenhos infantis e uma abordagem qualitativa na interpretação dos
diálogos das crianças acerca das suas produções gráficas.
Os instrumentos foram desenhos livres elaborados pelos participantes, e as
respostas dadas à pergunta-chave: “Podes contar-me o que desenhaste?”. Os
resultados evidenciaram a predominância de representações associadas à natureza, à
família, à criança, aos animais e a elementos afetivos, bem como a presença de
características típicas da fase de desenvolvimento do desenho correspondente à idade
das crianças, embora se tenham identificado também traços de fases mais avançadas,
como é o caso da transparência e utilização da linha base.
The present report was developed within the scope of the Master’s Degree in Preschool Education and aims to reflect on the professional trajectory throughout the three internships and to present the research work conducted. The supervised teaching practices in nursery and kindergarten contexts constituted significant learning experiences, enabling the consolidation of knowledge and the development of essential competencies for professional practice. With regard to the study, children’s drawing is understood as a privileged form of expression through which children reveal their perceptions and interpretations of experiences they consider meaningful, reflecting acquired knowledge, emotional states, and the ways in which they relate to the contexts in which they are embedded. In this sense, the study entitled “Free Children’s Drawing: Themes, Meanings and Graphic Development in Preschool Age” was guided by the following research question: “How is children’s drawing characterized in preschool-aged children?” Accordingly, the study sought to answer the following questions: How are children’s drawings globally characterized, namely in terms of color, filling, and graphic elements used? What are the most recurring themes in free children’s drawing? Does free drawing allow children’s significant experiences to be represented? How do children verbalize and attribute meaning to their graphic productions? Do children’s graphic productions show characteristics corresponding to the developmental stages of children’s drawing? The study involved 101 children aged 4 and 5 years and was conducted using a mixed-methods methodology, integrating a quantitative approach in the analysis of children’s drawings and a qualitative approach in the interpretation of children’s verbalizations about their graphic productions. The instruments consisted of free drawings produced by the participants and their responses to the key question: “Can you tell me what you drew?” The results revealed a predominance of representations associated with nature, family, the child, animals, and affective elements, as well as the presence of characteristics typical of the drawing development stage corresponding to the children’s age. However, features of more advanced stages were also identified, such as transparency and the use of the baseline (ground line).
The present report was developed within the scope of the Master’s Degree in Preschool Education and aims to reflect on the professional trajectory throughout the three internships and to present the research work conducted. The supervised teaching practices in nursery and kindergarten contexts constituted significant learning experiences, enabling the consolidation of knowledge and the development of essential competencies for professional practice. With regard to the study, children’s drawing is understood as a privileged form of expression through which children reveal their perceptions and interpretations of experiences they consider meaningful, reflecting acquired knowledge, emotional states, and the ways in which they relate to the contexts in which they are embedded. In this sense, the study entitled “Free Children’s Drawing: Themes, Meanings and Graphic Development in Preschool Age” was guided by the following research question: “How is children’s drawing characterized in preschool-aged children?” Accordingly, the study sought to answer the following questions: How are children’s drawings globally characterized, namely in terms of color, filling, and graphic elements used? What are the most recurring themes in free children’s drawing? Does free drawing allow children’s significant experiences to be represented? How do children verbalize and attribute meaning to their graphic productions? Do children’s graphic productions show characteristics corresponding to the developmental stages of children’s drawing? The study involved 101 children aged 4 and 5 years and was conducted using a mixed-methods methodology, integrating a quantitative approach in the analysis of children’s drawings and a qualitative approach in the interpretation of children’s verbalizations about their graphic productions. The instruments consisted of free drawings produced by the participants and their responses to the key question: “Can you tell me what you drew?” The results revealed a predominance of representations associated with nature, family, the child, animals, and affective elements, as well as the presence of characteristics typical of the drawing development stage corresponding to the children’s age. However, features of more advanced stages were also identified, such as transparency and the use of the baseline (ground line).
Descrição
Mestrado em Educação Pré-Escolar
Palavras-chave
Desenho Infantil Livre Pré-escolar Diálogo Desenvolvimento Papel do Educador. free children’s drawing preschool education dialogue development role of the educator