Revista Científica Multidisciplinar Núcleo do Conhecimento - RC: 64213 - ISSN: 2448-0959 https://www.nucleodoconhecimento.com.br/education/psychopedagogy Psychopedagogy and art therapy encounters in the teaching learning process ORIGINAL ARTICLE MAINARDI, Maria Lucia Teixeira [1], AMARAL, Célia Regina Da Silva [2] MAINARDI, Maria Lucia Teixeira. AMARAL, Célia Regina Da Silva. Psychopedagogy and art therapy encounters in the teaching learning process. Revista Científica Multidisciplinar Núcleo do Conhecimento. Year 05, Ed. 02, Vol. 03, pp. 39-54. February 2020. ISSN: 2448-0959, Access Link: https://www.nucleodoconhecimento.com.br/education/psychopedagogy SUMMARY This article deals with a research in Psychopedagogy, in which two experiences lived in the classroom are reported and aimed to understand the teaching process learning in children with difficulty to improve their school performance and interaction with other children. The subjects chosen were two children: one from private school and the other from a municipal early childhood education unit, because they demonstrated difficulties in presenting language and interaction and socialization. For this research, the concepts of Psychopedagogy and Art Therapy were performed. The aim of this research was to demonstrate that both Psychopedagogy and Art therapy can be facilitators of the cognitive development of these children, considering that the meeting of activities of drawings, paintings, and modeling acts on the emotions of children who have difficulty verbalizing their discoveries in learning. Keywords: psychopedagogy, art therapy, children, difficulties, learning. INTRODUCTION This article deals with a research from a monograph in Psychopedagogy, in which two experiences lived in the classroom are reported and aimed to understand the learning teaching process in children with difficulty to improve their school performance, interaction and socialization with other children. The subjects chosen were two children: one from private early childhood education school and the other from a municipal early childhood education unit, because they demonstrated difficulty in presenting 1 / 4 Revista Científica Multidisciplinar Núcleo do Conhecimento - RC: 64213 - ISSN: 2448-0959 https://www.nucleodoconhecimento.com.br/education/psychopedagogy language and interaction. [...] although we know the notions of art therapy because it includes in its context psychotherapeutic treatment, which uses artistic expression as mediation (dance, theater, music and others), our knowledge is still limited, with regard to plastic representation: painting drawing, engraving, modeling, mask, puppet. (PAIN, 1996, p.9) For this research, the concepts of Psychopedagogy and Art Therapy were paired. The aim of this research was to demonstrate that both Psychopedagogy and Art therapy can be facilitators of the cognitive development of these children considering that the meeting of activities of drawings, paintings, and modeling acts on the emotions of children who have difficulty verbalizing their discoveries in learning. Valuing the playful world with fairy tale stories, wheel toys as a form of internal reconstruction. Psychopedagogy and Art therapy have similar points in the conduction and prevention of difficulties in learning children and have as diagnoses and intervention. Professionals should conceive a keen eye and a keen notion of understanding to understand the messages that are transmitted through the nonverbal form of communication. For this purpose it is necessary to observe all the behavior presented by the child as his walking, the tone of voice, his general "rhythm" treats this study of simple and common problems, as well as shows childish symbology and creative ways of dealing in each case. Psychopedagogy, as well as Art therapy, aims at the well-being of development and balance in the area of learning and in self-awareness. And it has in common theoretical references that have defined similar concepts and that it says respect self-expression. It is unlimited art linked to the therapeutic process that transforms and expands creative potential. These two areas of study aim at well-being, development, balance, in the area of learning and self- awareness. Therefore, it is a way of working using artistic language as a basis of client-professional communication, that is, teacher - student. And its essence is non-aesthetic creation and artistic elaboration for health and learning. The plastic, sound, dramatic, body and literary languages, involving the techniques of drawing, painting, modeling, constructions, sound, musicalization, dance, drama, poetry, and sung wheel toy. In these follow- ups, an evaluation is also applied to prove the results achieved. To this quality of life in a school institution that the science of Psychopedagogy applies to the knowledge of Psychology which constitutes a way of seeing and feeling the child's need as the main element and percesee it the way it is. The relevance of this article is the association of the two areas of knowledge, because psychopedagogical work and therapeutic art aims at emotional cultural growth for students and teachers, from the moment they provide the well-being of the other, In this sense the general objective of this study was: To understand the learning teaching process in children with difficulty their interactive school and affective performance. 2 / 4 Revista Científica Multidisciplinar Núcleo do Conhecimento - RC: 64213 - ISSN: 2448-0959 https://www.nucleodoconhecimento.com.br/education/psychopedagogy And as a specific objective: To identify children with more difficulties in verbalizing through their imaginary and to compare the performance among the children attended through Psychopedagogy, having in this process art therapy as a facilitator of teaching/ learning. THEORETICAL FRAMEWORK BRIEF HISTORY OF PSYCHOPEDAGOGY Psychopedagogy was born in Europe, beginning of the century. The first Psychopedagogical centers were founded in France in 1946 by J. Boutonier and George Mauco, who tried to readapt children with socially inappropriate behaviors at school or at home and assist children with learning difficulties even though children were intelligent, the centers brought together knowledge of Psychology, Psychocanalise and Pedagogy. (MERY, apud BARBOSA, 2000). In South America the first psychopedagogical studies emerged in 1960, and in Argentina influenced by European currents and in Buenos Aires in the 1970s, psychopedagogical centers emerged. In Brazil in Porto Alegre in the 1970s, specialist training courses in psychopedagogy began, focusing on learning problems, having as one of the main diffusers the Argentine professor Jorge Visca, who published through a course in several Brazilian cities. Psychopedagogy was born as an empirical occupation due to the need to assist children with learning difficulties, whose causes were studied by medicine and psychology. Over time, which was initially a subsidiary action of these disciplines, it was profiled as independent and complementary knowledge, possessing an object of study (the learning process) and diagnostic resources, brokers and preventive resources of its own. (VISCA, 1987, p.7). Psychopedagogy is not a discipline but interdisciplinary, because it operates in various areas of knowledge, studies and works in human learning, offers an intervention field whose limits are broad. The human learning process itself is a complex phenomenon that involves multiple factors and challenges any attempt at explanation from a single scientific discourse. According to Fernandez (1990). The human being learns from his inherited individual organism and from his body constructed in a spectacular way, from an intelligence constructed in an interactionist way, that is, the subject and the environment in which he lives are permeated by desires, whether his or her own or others. These learnings take place within the human bond, whose first nucleus is in the family, because the human being is the only being who needs, until the end of his life, to learn in order to live. Allessandrine (1996) emphasizes that psychopedagogy works praxis with the totality of the being, enabling the student to develop integrally. It also considers that it is a way for him to build his knowledge and lifelong learning process. The author is a master's degree in Psychology, Psychopedagogy and, Art Therapy studied the constructivism of Jean Piaget and its consequences in clinical thoughts, in the way of thinking the world in the universe of concept formation and cognitive construction. 3 / 4 Revista Científica Multidisciplinar Núcleo do Conhecimento - RC: 64213 - ISSN: 2448-0959 https://www.nucleodoconhecimento.com.br/education/psychopedagogy To synthesize the theories presented, a framework was elaborated to understand the authors' definition of the basic concepts that support this article. Table 01: Definition of authors on some basic concepts of research Concepts PSYCHOPEDAGOGY ARTTHERAPY 4 / 4 Powered by TCPDF (www.tcpdf.org).