Vivências artísticas na educação infantil: a cultura nordestina como experiência formativa

Abstract

This study aimed to understand how artistic experiences related to Northeastern Brazilian culture, carried out in the pedagogical practice of a preschool teacher, contribute to the cultural development of children. The guiding research question was: in what ways can artistic experiences focused on Northeastern culture contribute as formative experiences in Early Childhood Education?The research is grounded in the reflections of Carlos Rodrigues Brandão (2005; 2006) on popular education and cultural languages, the contributions of Ana Mae Barbosa (2005) and Silvia Cordeiro Nassif Schroeder (2012) on art education, as well as the guidelines of the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2009) and the Curriculum Proposal of Paraíba (2019).This is a qualitative, empirical study developed through observations conducted during a non-mandatory internship in a private Early Childhood Education school, in an Infantil 5 class, located in João Pessoa. For data analysis, thematic analysis (Bardin, 2011) was used, allowing the observed field data to be related to the theoretical and documentary references studied.The observed experiences included various artistic languages, such as painting, woodcut printing (xilogravura), sculpture, cordel literature, and music, highlighting local artists such as José Altino and Jackson do Pandeiro.The results indicate that the integration of art and local culture fosters expression, a sense of belonging, and the construction of children’s cultural identity, in addition to enhancing ongoing teacher development. Therefore, the artistic experiences proved to be meaningful learning experiences, valuing regional culture and strengthening the bonds between school, community, and cultural identity.