A arte na formação do professor de educação infantil: O olhar para o curso de pedagogia nas instituições de ensino Superior do Paraná

Abstract

This research investigates the training of Early Childhood Education teachers with a focus on art, analyzing how Pedagogy courses in higher education institutions in Paraná address this topic and what impacts this training has on the teaching practice of graduates.The motivation for the study arises from the observation of children's distance from artistic expressions and the difficulty teachers have in integrating art into their daily school routine.The study's general objective is to understand how the study and experiences with art develop in teacher training during the Pedagogy course.The specific objectives we set are: to identify how art is addressed in the curricular structures of Pedagogy courses; to reflect on art as an element of teacher training, with a view to establishing other practices; and to verify what graduates of Pedagogy courses tell us about training for proposals with art.The research presents a qualitative approach, using documentary analysis of the curricula of Pedagogy courses and questionnaires with graduates, seeking to identify gaps and potential in the teaching of art.The theoretical basis is based on authors such as Malaguzzi (1999), Rinaldi (2012), Ostetto (2011, 2016), Martins (2016) and Cunha (1999; 2001), who discuss the importance of art in early childhood education and the need for an aesthetic repertoire for teachers.The study shows that, despite its presence in official curricular documents, its approach in Pedagogy courses is still limited, often restricted to an instrumental and technical view, without deepening aesthetic and cultural experimentation.The results, categorized based on content analysis (Bardin, 1977) and discussed based on the theoretical framework, indicate important spaces for experiencing art (even when it is not described in the curricula).We found that some of the teachers who graduated face challenges in implementing artistic practices due to the lack of concrete experiences with art during their training, while others indicate that the theoretical discussions (although limited) and the experiences during the internship allowed for other ways of thinking and proposing experiences with art in Early Childhood Education.