Use of drawing as a pedagogical strategy in preschool: ontoepistemic analysis from teaching practice

Abstract

The general objective of this research was to analyze the use of free drawing as a pedagogical strategy in the initial education center "Sorocaima", in the municipality of Atures, Amazonas state. It was approached with positivist paradigm, hypothetical-deductive method, non-experimental design, type of field, with a population of twelve (12) teachers. The survey was applied as a technique, an instrument a questionnaire of thirteen (13) items, with closed questions and dichotomous answers (yes or no), validated by three experts; applying the reliability coefficient Kuder and Richardson (KR/20), obtaining 0.96%; considered the same in the range of very high reliability. Two (02) types of data analysis were considered: the analysis of the conceptual content of the study events, and the analysis and interpretation of the responses given by the sample in the instrument applied. It was concluded that teachers attach great significance to the use of drawing to develop and strengthen fine motor skills, feelings and emotions, discipline, creativity and self-control of children, which allows inferring that through the epistemic formation of these, on the subject investigated, this valuable pedagogical tool can be used. It was recommended to provide theoretical-practical workshops to teachers on the use of drawing as a pedagogical strategy, which optimize their integral academic formation and make the process of socialization and learning in pre-school spaces more harmonious and enjoyable