Cerrado em cor

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O presente texto almeja compartilhar a prática educativa ‘Cerrado em cor’, inserida em nossa pesquisa de doutorado em andamento. A proposta buscou efetivar, em sala de aula dos Anos Iniciais do Ensino Fundamental, um projeto de ensino-aprendizagem do Cerrado na Geografia Escolar, valendo-se da Arte como linguagem criadora, como práxis. O projeto de intervenção, no qual se insere a atividade relatada, ocorreu em uma escola pública municipal de Goiânia, no estado de Goiás, com educandos do 5º ano do Ensino Fundamental. Realizamos atividades de pinturas, mesclando criações autorais dos educandos e suas aprendizagens sobre o Cerrado, com releituras de obras artísticas de mesma temática. Os trabalhos elaborados compõem as análises da tese em curso, em que propomos analisar as relações entre Geografia Escolar e Arte como linguagem criadora para o ensino-aprendizagem do Cerrado nos Anos Iniciais, vislumbrando conhecimentos emancipadores que contribuam para ressignificações contra hegemônicas de Cerrado. Palavras-chave Geografia Escolar; Cerrado; Arte; Linguagem criadora. Cerrado in color: a Geography and Art teaching-learning practice in the early years of Elementary School Abstract This text aims to share the educational practice ‘Cerrado in color’, part of our ongoing doctoral research. The proposal sought to implement a teaching-learning project on the Cerrado in school geography in an Early Years classroom, using art as a creative language, as a praxis. The intervention project in which this activity is included took place in a municipal public school in Goiânia, in the state of Goiás, with students in the fifth year of elementary school. We carried out geographical painting activities, mixing the students' own creations and their learning about the Cerrado with re-readings of artistic works on the same theme. The works produced make up the analysis of the thesis in progress, in which we propose to analyze the relationship between School Geography and Art as a creative language for teaching and learning about the Cerrado in the Early Years, aiming for emancipatory knowledge that contributes to counter-hegemonic resignifications of the Cerrado. Keywords School Geography; Cerrado; Art; Creative language. Cerrado en color: una práctica de enseñanza-aprendizaje de Geografía y Arte en los primeros años de la educación primaria Resumen This text aims to share the educational practice ‘Cerrado in color’, part of our ongoing doctoral research. The proposal sought to implement a teaching-learning project on the Cerrado in school geography in an Early Years classroom, using art as a creative language, as a praxis. The intervention project in which this activity is included took place in a municipal public school in Goiânia, in the state of Goiás, with students in the fifth year of elementary school. We carried out geographical painting activities, mixing the students' own creations and their learning about the Cerrado with re-readings of artistic works on the same theme. The works produced make up the analysis of the thesis in progress, in which we propose to analyze the relationship between School Geography and Art as a creative language for teaching and learning about the Cerrado in the Early Years, aiming for emancipatory knowledge that contributes to counter-hegemonic resignifications of the Cerrado. Palavras clave Geografía Escolar; Cerrado; Arte; Lenguaje creativo.