Abstract In the theoretical part of the thesis, there are explained the basic terms: old-age, senior, infancy, children and age, and later are described psychopathological problems, both physical and psychological. The author aims to focus on the terms of loss and decline, which are usually joined with the old-age. Nevertheless, the emphasis is put on the fact that old-age is not an illness but it is important to adapt to it, eventhough it is a period of serious losses. Later in the theoretical part of this work, the author describes the former and current approach of the society to the old-age, disadvantage of the retired people, their discrimination in the mass media and the consequential fear of the old-age. In the chapter called ``the perception of seniors by their family,`` there are explained the terms nuclear and extended family and the difference in the family´s approach to seniors in the past and nowadays. Then, there are described problems related to the current family, e.g. the lack of physical contact with elder people and the relationship between children and seniors. The chapter ``the relationship between children and grandparents`` deals first with the positive contribution, which is evident in the sufficiency of time, the transfer of traditions, the intervention of the historical background and gained experience, and second also with the negative influence such as boycotting of the parental authority, untrue stylization or the total lack of interest in grandchildren. The chapter ``children´s drawing`` was included in the work because it was later used in the practical part. Children´s drawing makes it easier to express the child´s feelings and their relations to their environment. The author also mentioned other available materials and researches about the same or similar topic. In the practical part, the author researched the artistic expression and verbalisation of the children´ s relationship with seniors. In total, there were interviewed twenty-nine pupils who attend the second and the third class of primary school. Children´s drawings and their answers were examined in a non-standardized questionnaire. The people in the drawings are mostly set into some environment, which is mainly nature. The seniors visible in the drawings are usually passive and they are illustrated with some tipical attributes such as a cane. The questionnaire included open, close and also spectrum questions. The answers are worked up in graphic charts in the appendix no. 2.

This thesis verifies knowledge of primary school pupils' regarding chosen topic from natural science - plan morphology. Level of knowledge was determined using ditactic test and pupils' drawing and description. The thesis further analyses quality of textbooks, including image materials, used in school extra curriculum activities. The results of this work is used to determine whether pupils' drawings can be used for testing, how can pupils express themselves using drawing and what level of knowledge do they possess in plant morphology.

Made available in DSpace on 2016-12-08T16:18:50Z (GMT). No. of bitstreams: 1 aaudre.pdf: 20243874 bytes, checksum: 1caf533ecd2a6b69c565be35d941da19 (MD5) Previous issue date: 2012-09-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research examines two books, Formas de pensar o desenho (1994) and Desenho da figura humana (1990), both written by the Brazilian artist and educator Edith Derdyk. The author writes about drawing as visual language for the arts, the techniques and the sciences; about the development of children´s drawings and about the specificity of drawing in the visual arts. The investigation employed two categories of analysis: promoting factors of transformations in children s drawings related to the learning stage; and the possible uses of images and information, connected to the teaching contents of drawing and visual arts. In each category I have identified internal dissonances. Therefore, drawing on authors such as Iavelberg (1995 e 2008) and Wilson and Wilson (1987 e 1997) I was able to argue that Derdyk understands sociocultural factors as a necessary influence upon children s drawings. However the author also sees them with negativity, generating a concept which I synthesized as what authors like Rizzi (2008) refer to as spontaneism on Brazilian Art-education. In the second category I indicate that Derdyk has developed consistent literature and visuals for the process of learning drawing and visual arts. I have linked them to contemporary art teaching proposals such as to the Triangular Proposal to Art teaching by Barbosa (2002 2008). Nonetheless Derdyk does not suggest that such proposal should be used while teaching children, but only during teacher training. At the same time, I understand that the way Derdyk suggests the participation of the whole child´s body in the action of drawing and her exposure about the artists actions and their works of art are extremely useful in teacher training. Based on references provided by Derdyk herself and on the conception of procedures of creation formulated by Duarte (2001) I have elaborated strategies of art teaching to children that assessed their anxieties and difficulties related to their productions and, besides that, were able to enhance the abilities and benefit both standard children and children with special needs. This complex simultaneity of learning conditions was the core motivation of this research: how to elaborate alternative teaching strategies that would address in an effective way the anxieties and doubts that standard children and children with special needs presented while drawing / A presente pesquisa trata da análise de dois livros, Formas de pensar o desenho (1989-1994) e Desenho da figura humana (1990), ambos da artista e educadora Edith Derdyk. Nestas publicações a autora versa sobre o desenho como linguagem para as artes, a técnica e as ciências; sobre o desenvolvimento do desenho infantil; e, sobre a especificidade dos usos do desenho nas artes visuais. A investigação se deu por meio de duas categorias de análise: fatores promotores das mudanças nos desenhos infantis, relacionada à instância da aprendizagem; e usos de imagem e informações, referente ao conteúdo de ensino de desenho e artes visuais. Em cada categoria identifiquei uma dissonância interna. Assim sendo, a partir de autores como Iavelberg (1995 e 2008) e Wilson e Wilson (1987 e 1997), pude apontar que Derdyk compreende os fatores socioculturais como necessária influência no desenhar infantil. Mas ao mesmo tempo a autora os vê com negatividade, gerando uma visão de desenho infantil que relacionei ao que autores como Rizzi (2008) chamam de espontaneísmo no ensino de arte. Na segunda categoria de análise, indiquei que Derdyk constrói um consistente material de referência textual e visual para a aprendizagem do desenho e das artes visuais Esta estruturação de conteúdos foi por mim relacionada às propostas contemporâneas de ensino de artes visuais como a Proposta Triangular de Barbosa (2002 e 2008). Entretanto, Derdyk não sugere que tal estruturação seja usada para o ensino das crianças, apenas para a formação dos professores. Ao mesmo tempo, compreendo que a maneira como Derdyk propõe a atuação integral do corpo da criança em suas construções gráficas e a sua exposição sobre as ações e obras de artistas, são extremamente úteis à formação dos professores. Com base nas referências fornecidas por Derdyk e na concepção de procedimentos de criação formulada por Duarte (2001), construí estratégias de ensino de desenho e artes visuais para crianças que além de trabalhar as dúvidas e dificuldades em relação ao desenho, pudessem potencializar numa mesma estratégia de ensino as capacidades de crianças standards e das portadoras de necessidades especiais. Essa complexa simultaneidade de condições de aprendizagem foi a geradora da questão central desta pesquisa: como pensar em estratégias de ensino alternativas que pudessem contribuir concomitantemente com a diversidade de dúvidas e dificuldades que crianças standards e portadoras de necessidades especiais apresentam em relação aos seus desenhos

The diploma thesis is concerned with the relationships between children and seniors. The work is focused on perception of seniors by the primary children. The theoretical part of the thesis describes a characterization of primary school children and relationships between them. In this part is also described the theme of seniors and their conditions in society. Next part is concentrated on relationships between seniors and children, mainly grandparents and grandchildren. An integral part of the thesis is children´s drawing. Children express their relationships to the old people in the practical part by drawing. It´s the main reason children´s drawing was included in the last chapter of the theoretical part. In the practical part is researched how primary children at the age of 10 ? 12 perceive seniors. There is evaluated which attributes and character are predicated to the old people by the children. It was done by drawings and questionnaires.