Abstract
This article is part of a partial research report on education through art in preschool and elementary school, mainly in the last year of preschool and in the first year of primary school when the teachers start the process of children’s literacy. After researching a bibliography about the subject, going from art teaching to its relevance in all levels of education, we focused our attention on imagery art not as scientific discipline teaching, but as a didactic/pedagogic way of educating and alphabetizing. In order to reach this result, researchers focused on the interpretative analysis of works about art/education mainly based on Read (1958), Barbosa (1994), to then explore the theoretical/practical thought of Freire (2000, 1992), which indicated the relevance of the imagery art use as a didactic/pedagogical way to the education/alphabetization of children.
Highlights
We are able to see through the window of the classroom the evolution of constructive action of an ovenbird building its house in a branch of the araucaria tree
The researched authors which discussed about the art/education subject and art teaching are unanimous in defending the image reading, the sound hearing, the feeling of things as fundamental to the mental development of children and to stimulate the thinking processes, and to their own cognitive capability
We would like to affirm the relevance of the use of imagery art as part of a discipline that must be taught, but as an a didactic-pedagogic tool in the alphabetization of preschool and elementary school, by asking the teacher to go beyond the “ovenbird” which artistically builds the “existence house”, and instead of becoming the educator/artist/architect that makes from imagery art a way to alphabetize by educating and educate by alphabetizing, building with the children the knowledge house
Summary
We are able to see through the window of the classroom the evolution of constructive action of an ovenbird building its house in a branch of the araucaria tree. There were babies and it was possible to see that the parents are became educators teaching the building art to their children They have certainly listened carefully to what they were told, and have observed the house in order to reproduce it later. The art-educator has a fundamental goal in his pedagogical action of providing means to the child to keep his perception capability of things around him, of coordinating that perception with the environment, expressing formally through the senses, touch, sight, hearing, and smell what touched his/her emotion in his/her relation with the environment. Education could be defined as the development of the forms of expression, meaning “teach children and adults how to make sound, images, movements, and tools. While that child has this natural skill to discover, which according to Aristotle (2005, p. 184) needs to be developed with the help of an adult, either the parents, or the teachers, the absorption of the environment and its representative expression by the child develops in an “organized” way, having a result which comes from pedagogical action
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