Abstract:

Abstract From the Historical-Cultural approach in Psychology, this text presents part of the results of an intervention that sought to understand the forms of expression of free drawing in Early Childhood Education, its implications in the process of formation of higher psychological functions and the teaching mediations in groups. Based on the research contribution of the cartographic method, intervention research was carried out, from the application of a free drawing workshop in a preschool class with 5-year-old children. During the workshop, it was observed that the practice of free drawing is an activity that needs to be expanded in childhood, as it allows the child to emerge and develop aesthetic meanings, it was also verified that around this practice there are inadequate reductionist meanings that need to be discussed at the level of teacher training and children's culture.

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