Arte, docência e práticas desobedientes na educação infantil: propostas decoloniais com o livro Da minha janela de Otávio Júnior

Abstract

This master of arts research is part of the research line “Art, subject, city” and was inspired by my background as a kindergarten teacher. The general aim of this study is to investigate the presence of art in the daily life of early childhood education as a disobedient practice in which the teaching and learning process is experienced through decolonial proposals together with the children's book Da minha janela by Otávio Júnior. To this end, I set out with the following questions: Does early childhood education in the working-class suburbs of the municipality of Campos dos Goytacazes (Rio de Janeiro State, Brazil) take the children's sociocultural context into account? Can the children's book Da minha janela, by Otávio Júnior, provide students with an understanding of the visual codes of this sociocultural context? How would the children perceive this context and the visual codes of their reality while reading the book? The specific aims of this research are to survey the principal policies and guidelines for early childhood education implemented by the municipality of Campos dos Goytacazes, review the relevant bibliography, and analyze the impacts of interaction between children and decolonial proposals and their possible repercussions. This exploratory qualitative study encompasses bibliographical, fieldwork, and action research dimensions. The theoretical foundation is based on the principles of three major areas—early childhood education, decoloniality, and art—with authors who have worked in close epistemological collaboration in a circular and transversal way in the research. In early childhood education, Alfredo Hoyuelos (2020 and 2019), Anete Abramowicz (2018 and 2003), Beatriz Trueba Marcano (2015), and Paulo Fochi (2018 and 2019) stand out. As for decoloniality, Aníbal Quijano (2010, 2005, and 2002), Nelson Maldonado-Torres (2008), Walter Mignolo (2013), María Lugones (2019), Catherine Walsh (2018, 2009, and 2006), and bell hooks (2020, 2018, and 2017) contribute to this debate. In the field of art, Vea Vecchi (2020 and 2017), Stela Barbieri (2021 and 2018), Dennis Atkinson (2018), Vicente Blanco and Salvador Cidrás (2019), and Susana Rangel Vieira da Cunha (2021) are among the contributors. In this research, it became clear that the decolonial proposals, integrated with disobedient artistic practices, established a sociocultural policy in the school when the cultural vitality and reality of the slum occupied a significant space in the children's learning environment