Conceptions About Children’s Art and its Relationship with the Learning Process.

Abstract

Art is called to occupy a preponderant place in the ways of teaching and can support the learning process of girls and boys. However, despite the contributions that have been made from multiple areas of knowledge, including psychology, anthropology, philosophy, neurosciences, in addition to the guidelines of international organizations and Colombian educational legislation, children’s art has not been able to permeate the Pedagogical practices at the preschool level of the municipality of Soledad (Atlántico). Among the many factors that could explain the distance between pedagogical theory and what is actually done in classrooms are the implicit conceptions that teachers have. Its objective focuses on identifying the conceptions that teachers have about children’s art and its relationship with the learning process in preschool education. The results show that the teachers’ conceptions of children’s art in school are related to their conceptions of learning. The methodology used in this article was Grounded Theory. Among the conclusions, it is recommended in future research to include other agents of the teaching-learning process and even artists, to have a broader vision of the problem.