Expressão e criatividade: o desenho infantil como linguagem na Educação Infantil

Abstract

This course completion work aimed to understand the role of children's drawing as an expressive and creative language in Early Childhood Education. Specifically, it sought to: investigate theoretical foundations on children's graphic development; discuss pedagogical practices that favor or limit creative expression through drawing; and reflect on the researcher's own formative trajectory in relation to art and drawing. The research adopted a qualitative approach, with a bibliographic and documentary character, supported by the foundations of autobiographical narrative research. Works by Luquet (1969), Lowenfeld & Brittain (1970), Piaget (1975), Vygotsky (1998), Barbosa (2002), Duarte Júnior (1991), Freire (1996), Tardif (2014) and Perrenoud (2000) were analyzed, as well as official documents such as the BNCC (2017), DCNEI (2010) and the Amazonas Curricular Reference (RCA). The results indicate that children's drawing constitutes a symbolic language that articulates cognition, affect, and social interaction, being fundamental for the child's integral formation. It is concluded that pedagogical practices that value spontaneity, sensitive mediation, dialogue and autonomy favor creative expression, while rigid models and excessive emphasis on technique limit it. Keywords: Children's drawing; Early Childhood Education; Creativity; Pedagogical practices.