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Inventas-te, invento-me : o pensamento que dança e as perguntas que nascem do espanto
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Este projeto de investigação procura problematizar o pensamento sobre questões da inventividade em contextos formais de educação de infância. Dá conta de uma investigação em educação artística cujo interesse central consiste em observar e facilitar processos de criação em educação de infância, que valorizem a inventividade da criança em idade pré-escolar, como forma de acesso à emancipação e desenvolvimento da sua voz singular. Toma para si três perguntas fundamentais: (i) o que as expressões artísticas acrescentam à própria expressão inventiva da criança?; (ii) como valorizar a pedagogia a partir da experiência artística e esta pode favorecer o desenvolvimento da criança?;(iii) quais os pontos de contacto entre a expressão mimética da criança e a sua expressão inventiva? A dissertação desenvolve um estudo teórico-prático, em diálogo filosófico e pedagógico, que recorre às expressões artísticas, com o intuito de refletir e problematizar processos de devir humano, em que adulto e criança através da experiência, se envolvem mais com o objeto. Para tanto procedeu-se à revisão da literatura especializada na intercessão entre pedagogia, arte e filosofia na escolha de autores cujo testemunho inspira uma reflexão capaz de situar os contextos práticos e dessa forma autoria a desencadear novos olhares. Foi utilizada a metodologia Investigação-ação, uma investigação reflexiva, exploratória em que a investigadora e as crianças habitam na experiência, experimentam em conjunto, descobrem em conjunto e se deslocam mutuamente. O trabalho de projeto reflete modos participativos e experienciais de fazer pedagogia, valorizando o potencial das linguagens artísticas. A metodologia a/r/tográfica contribuiu para assegurar naturalmente as vertentes entre artista, pedagogo e investigador, permitindo criar e explorar novas reverberações, descobrir complexidades e construir significado. A narrativa escrita e a narrativa visual testemunham o processo.
This research project seeks to problematize thinking about issues of inventiveness in formal early childhood education contexts. It reports on a research project in art education whose central interest is to observe and facilitate creative processes in early childhood education that value the inventiveness of pre-school children as a way of accessing emancipation and developing their unique voice. She asks herself three fundamental questions: (i) what do artistic expressions add to the child's own inventive expression; (ii) how can pedagogy be valued on the basis of the artistic experience and can it favor the child's development; (iii) what are the points of contact between the child's mimetic expression and their inventive expression? The dissertation develops a theoretical-practical study, in philosophical and pedagogical dialogue, which uses artistic expressions in order to reflect on and problematise processes of human becoming, in which adults and children become more involved with the object through experience. To this end, a review was carried out of the literature specializing in the intersection between pedagogy, art and philosophy, choosing authors whose testimony inspires a reflection capable of situating practical contexts and, in this way, authoring new perspectives. The methodology used was Action Research, a reflexive, exploratory investigation in which the researcher and the children live in the experience, experiment together, discover together and move around mutually. The project work reflects participatory and experiential ways of doing pedagogy, valuing the potential of artistic languages.The a/r/tographic methodology helped to naturally ensure the links between artist, pedagogue and researcher, allowing new reverberations to be created and explored, complexities to be discovered and meaning to be constructed. The written narrative and the visual narrative bear witness to the process.
This research project seeks to problematize thinking about issues of inventiveness in formal early childhood education contexts. It reports on a research project in art education whose central interest is to observe and facilitate creative processes in early childhood education that value the inventiveness of pre-school children as a way of accessing emancipation and developing their unique voice. She asks herself three fundamental questions: (i) what do artistic expressions add to the child's own inventive expression; (ii) how can pedagogy be valued on the basis of the artistic experience and can it favor the child's development; (iii) what are the points of contact between the child's mimetic expression and their inventive expression? The dissertation develops a theoretical-practical study, in philosophical and pedagogical dialogue, which uses artistic expressions in order to reflect on and problematise processes of human becoming, in which adults and children become more involved with the object through experience. To this end, a review was carried out of the literature specializing in the intersection between pedagogy, art and philosophy, choosing authors whose testimony inspires a reflection capable of situating practical contexts and, in this way, authoring new perspectives. The methodology used was Action Research, a reflexive, exploratory investigation in which the researcher and the children live in the experience, experiment together, discover together and move around mutually. The project work reflects participatory and experiential ways of doing pedagogy, valuing the potential of artistic languages.The a/r/tographic methodology helped to naturally ensure the links between artist, pedagogue and researcher, allowing new reverberations to be created and explored, complexities to be discovered and meaning to be constructed. The written narrative and the visual narrative bear witness to the process.
Descrição
Dissertação de mestrado, Educação Artística, 2025, Universidade de Lisboa, Faculdade de Belas Artes.
Palavras-chave
Childhood Inventiveness Art education Artistic creation in childhood Play Infância Inventividade Arte-educação Criação artística na infância Brincar