RESUMO
Knowledge about empathy is part of the study of artistic expressions, among which stand out works of personalities such as the Renaissance polymath Leonardo da Vinci, who was concerned with the connection between science and art during his creative research full of imagination and sensitivity to nature and human anatomy. The word empathy emerged among critics of German art as the term einfühlung, which was used within the aesthetic bias by philosophers and art historians. It emphasized the idea that a viewer perceiving an object could establish a link between it and themselves, projecting the object 'into themselves'. That is, the artwork could be experienced by the observer as if the viewer belonged predominantly to the object, in such a way that its characteristics could be actually felt through the expression of emotions, feelings and thoughts. This analysis of art appreciation required a great deal of knowledge and contemplation of nature, as understood by the German Romanticists, who had enormous admiration for da Vinci and his universal and systematic mind-a mind which reacted against formalisms, building his intellectual and sensory systems based on both his observation of nature and his own criteria. In particular, the art of painting for Leonardo was a way to demonstrate a mental discourse, just as the most important aspect of human portraits is to represent-in gestures and facial expressions-the states of mind and emotions. These are facts that German Romanticists tried to explain as the relationship between empathy and a work of art. The present manuscript aims to describe empathy from an artistic view, considering the roots of this word in German Romanticism; to comment about Leonardo da Vinci and the expression of art in the Renaissance; and, finally, to discuss the expression of his art in relation to empathy.
RESUMO
O estudo investigou a evocação de termos mentais em pré-escolares. As crianças foram recrutadas em uma escola particular de uma cidade mineira, as quais realizaram a leitura de um livro contendo narrativa por imagem. Mediante critério de conveniência, selecionaram-se 17 crianças de 5 anos e 17 de 6. Realizou-se a leitura individual do livro; os relatos foram gravados, transcritos e codificados com base na seguinte taxonomia: termos cognitivos, emocionais, de desejo/intenção e perceptivos. Os resultados evidenciaram que as crianças de 5 anos evocaram mais termos mentais (362) do que as de 6 (289). As mais velhas evocaram termos mais sofisticados, sugerindo que estas tendem a expressar uma linguagem mental mais elaborada em relação às crianças de 5 anos. A ênfase nos termos perceptivos evidencia que os dois grupos focalizaram as ações físicas dos personagens, colocando em discussão a estrutura do livro Truks (FURNARI, 1998) e realçando a necessidade de novas pesquisas com outros livros que contenham estruturas diferenciadas.(AU)
This study investigated pre-school children's evocation of mental terms. The children were enrolled on a private school of one of Minas Gerais city. Children had to read a narrative by image storybook. Seventeen 5-year-old children and seventeen 6-year-olds were selected by a convenience criterion. Children read the books individually. The reports were recorded, transcribed and encoded using the following taxonomy: cognitive, emotional terms, wish / intention and perceptive. The results showed that the 5-year-old children evoked more mental terms (362) than the 6 year-olds ones (289). The eldest children evoked more sophisticated terms, suggesting that they have a tendency to express mental language more often than the 5-year-olds children. The emphasis in the perceptive terms shows that the two groups focused the physical actions of the characters, questioning the structure of the used books and highlighting the need for new inquiries to be answered using other books that contain differentiated structures.(AU)
El estudio investigó la evocación de términos mentales en preescolares de uma escuela pública de una ciudad de Minas Gerais, a partir de la lectura de un libro contiendo narrativa por imagen. Mediante criterio de conveniencia habían sido seleccionados 17 niños de 5 años y 17 de 6 años. Fue realizada la lectura individual del libro; los relatos habían sido grabados, transcritos y codificados a partir de la siguiente taxonómia: términos cognitivos, emocionales, deseo/intención y perceptivos. Los resultados evidenciaron que los pequeños de 5 años evocaron más términos mentales (362) que a los de 6 años (289). Las mayores evocaron términos más sofisticados, sugiriendo que estas tienden expresar uno lenguaje mental más elaborada en relación con los más jovenes de 5 años. El énfasis en los términos perceptivos evidencia que los dos grupos focalizaron las acciones físicas de los personajes, poniendo en discusión la estructura del libro pesquisado y realzando la necesidad de nuevas investigaciones con otros libros que contengan estructuras diferenciadas.(AU)
Assuntos
Humanos , Pré-Escolar , Criança , Teoria da Mente , Idioma , Leitura , Educação InfantilRESUMO
O estudo investigou a evocação de termos mentais em pré-escolares. As crianças foram recrutadas em uma escola particular de uma cidade mineira, as quais realizaram a leitura de um livro contendo narrativa por imagem. Mediante critério de conveniência, selecionaram-se 17 crianças de 5 anos e 17 de 6. Realizou-se a leitura individual do livro; os relatos foram gravados, transcritos e codificados com base na seguinte taxonomia: termos cognitivos, emocionais, de desejo/intenção e perceptivos. Os resultados evidenciaram que as crianças de 5 anos evocaram mais termos mentais (362) do que as de 6 (289). As mais velhas evocaram termos mais sofisticados, sugerindo que estas tendem a expressar uma linguagem mental mais elaborada em relação às crianças de 5 anos. A ênfase nos termos perceptivos evidencia que os dois grupos focalizaram as ações físicas dos personagens, colocando em discussão a estrutura do livro Truks (FURNARI, 1998) e realçando a necessidade de novas pesquisas com outros livros que contenham estruturas diferenciadas.
This study investigated pre-school children's evocation of mental terms. The children were enrolled on a private school of one of Minas Gerais city. Children had to read a narrative by image storybook. Seventeen 5-year-old children and seventeen 6-year-olds were selected by a convenience criterion. Children read the books individually. The reports were recorded, transcribed and encoded using the following taxonomy: cognitive, emotional terms, wish / intention and perceptive. The results showed that the 5-year-old children evoked more mental terms (362) than the 6 year-olds ones (289). The eldest children evoked more sophisticated terms, suggesting that they have a tendency to express mental language more often than the 5-year-olds children. The emphasis in the perceptive terms shows that the two groups focused the physical actions of the characters, questioning the structure of the used books and highlighting the need for new inquiries to be answered using other books that contain differentiated structures.
El estudio investigó la evocación de términos mentales en preescolares de uma escuela pública de una ciudad de Minas Gerais, a partir de la lectura de un libro contiendo narrativa por imagen. Mediante criterio de conveniencia habían sido seleccionados 17 niños de 5 años y 17 de 6 años. Fue realizada la lectura individual del libro; los relatos habían sido grabados, transcritos y codificados a partir de la siguiente taxonómia: términos cognitivos, emocionales, deseo/intención y perceptivos. Los resultados evidenciaron que los pequeños de 5 años evocaron más términos mentales (362) que a los de 6 años (289). Las mayores evocaron términos más sofisticados, sugiriendo que estas tienden expresar uno lenguaje mental más elaborada en relación con los más jovenes de 5 años. El énfasis en los términos perceptivos evidencia que los dos grupos focalizaron las acciones físicas de los personajes, poniendo en discusión la estructura del libro pesquisado y realzando la necesidad de nuevas investigaciones con otros libros que contengan estructuras diferenciadas.
