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As garatujas da arte : o desenho no ensino primário : (período 1960-1974)
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Orientador(es)
Resumo(s)
Esta tese mergulha no ensino do desenho na Escola Primária no período compreendido
entre 1960 e 1974. Procura, nas orientações programáticas, perceber o ensino desta
disciplina, analisando as suas géneses, interpretando a sua elaboração tendo como
referência a escola enquanto entidade, o aluno e o professor.
O trabalho fixa-se no ensino primário em Portugal, o papel do desenho e a sua
importância relativa, num período de profundas mutações sociais.
O tempo e espaço que delimitam este trabalho, mais do que uma abordagem histórica,
analisa a evolução da prática empírica desta disciplina, até aos sintomas de métodos
tecnológicos da educação emergentes.
Perceber de que modo a disciplina de desenho constitui um espaço privilegiado de
relação entre aluno e professor, aluno e escola, ou ainda, aluno e a realidade social
envolvente na única escola obrigatória até 1964 em Portugal.
Os textos legislativos de regulação do ensino do desenho, o empirismo da sua aplicação
delimitado por instruções e sugestões emanados pela tutela e a consequência daí
resultante, são o objecto fundamental para a compreensão, posicionamento e
interpretação da disciplina de desenho na época observada.
A ténue remodelação verificada na apresentação dos novos programas em 1960, até ao
projecto de reforma do sistema escolar de 1973, deixa perceber a intenção de clarificar o
ensino em geral e do desenho em particular. No entanto, não fica claro que o objectivo
tenha sido atingido.
Observando o período temporal salienta-se o corte com um modelo de base antigo,
reunido numa "manta de retalhos" e a aurora de um alinhamento orientado para a
abordagem, tratamento e desenvolvimento dos programas, do professor e do aluno.
This study goes deeply into the teaching of Art in the Primary School between 1960 and 1974. It tries to understand the teaching of this subject, analysing its origins and interpreting its elaboration having as reference the school, the pupil and the teacher. The work is centered in the role of Art and its relative importance in the Primary School, in Portugal, in a time of deep social changes. The time and the space which delimit this study, more than an historical view, it analyses the evolution of the empirical practice of this subject, till the symptoms of technological methods of the emerging Education. To understand the way Art constitutes a privileged space of relation between the pupil and the teacher, the pupil and the school, or even between the pupil and the involving social reality in the only obligatory school till 1964 in Portugal The legislative texts, which regulate the teaching of Art, the empiricism of its application delimitated by instructions and suggestions directed by the tutelage and its consequence, are the main object to the understanding, positioning and interpretation of this subject at that time. The very small change which was made in the presentation of the new curricula in 1960, till the project of reform of the Educational System in 1973, lets us understand the intention of clarifying the Education in general and Art in particular. However, it is not clear that the aim had been attained. Watching this period of time we can see a cut with an ancient model, together In a "melting pot" and the beginning of an oriented alignment for the study, treatment and developing of the curricula, the teacher and the pupils.
This study goes deeply into the teaching of Art in the Primary School between 1960 and 1974. It tries to understand the teaching of this subject, analysing its origins and interpreting its elaboration having as reference the school, the pupil and the teacher. The work is centered in the role of Art and its relative importance in the Primary School, in Portugal, in a time of deep social changes. The time and the space which delimit this study, more than an historical view, it analyses the evolution of the empirical practice of this subject, till the symptoms of technological methods of the emerging Education. To understand the way Art constitutes a privileged space of relation between the pupil and the teacher, the pupil and the school, or even between the pupil and the involving social reality in the only obligatory school till 1964 in Portugal The legislative texts, which regulate the teaching of Art, the empiricism of its application delimitated by instructions and suggestions directed by the tutelage and its consequence, are the main object to the understanding, positioning and interpretation of this subject at that time. The very small change which was made in the presentation of the new curricula in 1960, till the project of reform of the Educational System in 1973, lets us understand the intention of clarifying the Education in general and Art in particular. However, it is not clear that the aim had been attained. Watching this period of time we can see a cut with an ancient model, together In a "melting pot" and the beginning of an oriented alignment for the study, treatment and developing of the curricula, the teacher and the pupils.
Descrição
Tese de mestrado em Ciências da Educação (Área de História da Educação), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2004
Palavras-chave
Teses de mestrado - 2004 Desenho infantil Ensino primário - Portugal - séc.20 Educação artística