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Organização cooperada de aprendizagem em artes cénicas em Moçambique
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Este estudo enquadra-se nas linhas temáticas dos processos metodológicos e pedagógicos cooperativos de ensino e propõe-se analisar e aprofundar métodos de ensino cooperativos para o ensino das artes cénicas em Moçambique. É uma investigação relativa ao ensino de artes cénicas no Ensino Superior, na Escola de Comunicação e Artes da Universidade Eduardo Mondlane, mais precisamente à Cultura Pedagógica Portuguesa desenvolvida no Movimento da Escola Moderna de Portugal, subordinada ao modelo pedagógico cooperativo de ensino.
Uma das hipóteses apresentadas na tese é a ausência dos métodos cooperativos e interculturais em contextos de ensino e aprendizagem, caracterizado por uma heterogeneidade étnica e cultural, no caso de Moçambique, que tem sido o nó de estrangulamento no desenvolvimento do ensino artístico.
É neste contexto que consideramos ser um estudo importante e relevante para a educação, a investigação de novos métodos e estratégias pedagógicas aqui descritas, que incentivam docentes e estudantes a planificarem e refletirem cooperativamente sobre os processos de ensino e aprendizagem das artes cénicas. Entendemos ainda que este estudo não apenas servirá de contributo para a melhoria da qualidade de ensino em Moçambique, particularmente nas suas universidades, mas também será um contributo para a consecução de um dos objetivos do Desenvolvimento Sustentável, o 4o, que define, até 2030, que se assegure a educação inclusiva, equitativa e de qualidade e que promova oportunidades de aprendizagem ao longo da vida para todos os cidadãos do mundo.
This study falls within the thematic lines of cooperative teaching methodological and pedagogical processes and aims to analyse and deepen the cooperative teaching methods for Performing Arts in Higher Education, at the School of Communication and Arts of the Eduardo Mondlane University, more specifically to Portuguese Pedagogical Culture developed within the Modern School Movement of Portugal, which is aligned with the cooperative pedagogical model of teaching. One of the hypotheses presented in the thesis is the absence of cooperative and intercultural methods in teaching and learning contexts characterized by ethnic and cultural heterogeneity, which is the case of Mozambique. This absence has been identified as a major obstacle in the development of artistic education. Within this context, we consider this study to be important and relevant for education. This study explores new pedagogical methods and strategies described here, which encourage teachers and students to collaboratively plan and reflect on the processes of teaching and learning Performing Arts. Furthermore, we believe that this study will not only contribute to the improvement of the quality of education in Mozambique, particularly in the universities, but it will also contribute to the achievement of one of the Sustainable Development goals, specifically the goal 4. This goal aims to ensure inclusive, equitable, quality and evidence-based education that promotes lifelong learning opportunities for all citizens of the world by 2030.
This study falls within the thematic lines of cooperative teaching methodological and pedagogical processes and aims to analyse and deepen the cooperative teaching methods for Performing Arts in Higher Education, at the School of Communication and Arts of the Eduardo Mondlane University, more specifically to Portuguese Pedagogical Culture developed within the Modern School Movement of Portugal, which is aligned with the cooperative pedagogical model of teaching. One of the hypotheses presented in the thesis is the absence of cooperative and intercultural methods in teaching and learning contexts characterized by ethnic and cultural heterogeneity, which is the case of Mozambique. This absence has been identified as a major obstacle in the development of artistic education. Within this context, we consider this study to be important and relevant for education. This study explores new pedagogical methods and strategies described here, which encourage teachers and students to collaboratively plan and reflect on the processes of teaching and learning Performing Arts. Furthermore, we believe that this study will not only contribute to the improvement of the quality of education in Mozambique, particularly in the universities, but it will also contribute to the achievement of one of the Sustainable Development goals, specifically the goal 4. This goal aims to ensure inclusive, equitable, quality and evidence-based education that promotes lifelong learning opportunities for all citizens of the world by 2030.
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Pedagogia cooperação ensino aprendizagem arte Pedagogy cooperation teaching learning art