Princípios estéticos e crianças: experiências pedagógicas do estágio curricular em educação infantil

Abstract

This Undergraduate Thesis was built around the theme of aesthetic principles and their relation to pedagogical practices in Early Childhood Education. The topic emerged from reflections during and after the Early Childhood Education Internship, carried out in the eighth semester of the Pedagogy Course the Universidade Federal da Fronteira Sul (UFFS), Campus Erechim/RS, with 3-and-4-year-old children at the São Cristóvão Municipal Early Childhood Education School in Erechim/RS. The research problem was: “How were aesthetic principles made manifest in the actions of the Early Childhood Education Internship with 3-and-4-year-old children?” Through this inquiry, it seeks to investigate the ways in which aesthetic principles are present in the pedagogical actions developed with children in the daily life of Early Childhood Education. To achieve the proposed objectives, a qualitative approach was employed, combining bibliographic and documentary research procedures with research with children. Discursive Textual Analysis (ATD) was used for data analysis. The findings were organized into four categories of analysis: sensitivity, creativity, playfulness, and artistic and cultural diversity, based on the assumptions of the aesthetic principles outlined in the National Curricular Guidelines for Early Childhood Education (DCNEI). The concluding considerations emphasize that the end of this research does not close the discussion but rather opens new paths for further investigations into aesthetics in Early Childhood Education, understood as a dynamic space where sensitivity, creativity, playfulness, and cultural diversity are essential to children’s full development. The theoretical research and the investigative process carried out with children during the internship demonstrated that immersive aesthetic experiences, integrated with play and interaction, promote meaningful learning, expand repertoires, strengthen children’s autonomy, and call for increasingly welcoming, creative pedagogical practices focused on children’s learning rights.