The decoration of the school space from the perspective of teachers and specialists: the identity, hands and “heart” of children

Abstract

The article is an excerpt from a dissertation on school space, especially the decoration in Early Childhood Education institutions. The investigation aimed to identify the understandings of experts and teachers about the decoration of the space with the purpose of proposing practices that favor the child's bond with the institution and the expansion of their knowledge. This is qualitative, field research, which included bibliographic and documentary review stages. Eight interviews were carried out with Early Childhood Education teachers and specialists in the areas of Early Childhood Education, Special Education and Art from different institutions. From a dialogue between scientific publications, official documents that guide pedagogical practice in Early Childhood Education and the subjects' conceptions, we problematize reflections on decoration that deal with the teacher's role in valuing culture and pedagogical documentation . The intention is to raise awareness, inspire and expand the knowledge of professionals so that the decorations of the spaces include children's participation, are challenging, interactive, inclusive and humanizing. As a result, we argue that decoration can involve the identity, hands and “heart” of children. The spaces of Early Childhood Education institutions deserve planning so that they are welcoming, encourage aesthetic experiences, children's authorship, the feeling of belonging, the construction of identity and the child's approach to culture.