Pensamento geométrico e autonomia intelectual: práxis pedagógica e arte na educação infantil

Abstract

The present work proposes to investigate the construction of geometric thought by children in Kindergarten from a decolonial perspective, based on art. We used as a method the action research developed in the Children's Development Space, located in Favelada Maré-RJ, based on activities involving the works of Tarsila do Amaral. The theoretical framework to support the research ideas is composed of three axes: the legal frameworks of Early Childhood Education, the teaching of geometry from the Van Hiele theory and decolonial pedagogy based mainly on the authors Walsh, Candau and Gomes. Considering the observation of the class, we analyzed the activities developed involving geometric and decolonial aspects. We note that in addition to analyzing, naming, relating, differentiating the flat figures from the elements found in Tarsila do Amaral's canvases, it was possible to raise, through discussions about crossings of black and favela children, relating different clashes such as, for example, the construction of black identity in an affirmative way and child protagonism.