DESENHO COMO ESCRITA, ESCRITA COMO DESENHO

FRONTEIRAS MOVENTES PARA O RESGATE DO ATO DE DESENHAR

Abstract

This work aims to reflect about the possibility of  approximating drawing and writing in education.  Realizing that during the process of literacy children tend to abandon drawing because of the imposition of writing as a primary tool of communication, we propose a rescue of this act of drawing, from the conception of writing as a graphic process and the act of drawing as a calligraphic process.