Um contexto social e cultural para ler os processos de desenho infantil.

This article is related to a doctoral research that analyzes the events and circumstances that come together in children's drawing behavior as a biological, anthropological, social and subjective, creative and communicative, cognitive, executive and visual language fact. Here, briefly, a perspective of children's drawing situated in its sociocultural contexts is outlined and some questions and discussions around these are presented. We intend to show without exhaustiveness the main axes of the debate as well as some examples to become aware of the determinations that the social framework weaves with the phe-nomenon of drawing, and thus contribute to the reading of children's graphic language. Methodologically, it is inserted into artistic research, since it aims to establish the relationship between the theoretical debate and our collections of photographic and videographic material that collect direct observations of children's drawing processes, produced in school and family contexts of Western middle-class society of our country. As a result, we created our own analysis questions and categories and then applied them to the processes and their transcription. Provisionally, it seems that even very young children are permeable to the sociocultural context in the close and immediate environment of direct social interactions during the pro-cesses: each drawing process is in turn a sociocultural interaction. This approach to children's dra