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O caderno como oficina de excelência
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Orientador(es)
Resumo(s)
O presente relatório da prática de ensino supervisionava pretende mostrar
como o caderno escolar, objeto ancião no registo da aprendizagem, pode ser utilizado
de forma simples e única para todas as disciplinas no formato de caderno-oficina. A
sua utilização aparentemente caótica no início, depois de organizada, promove a
criatividade e interligação entre as diferentes áreas, mostrando como os saberes se
complementam em lugar de se compartimentarem, como acontece na utilização do
dossier.
O trabalho que se apresenta foi realizado com uma turma de Artes Visuais do
12.º ano, com acompanhamento na disciplina de Desenho A, já que o seu programa
permite a criação de projetos criativos que contenham três eixos (ver, criar,
comunicar), em conjunto com a Fundação Calouste Gulbenkian, no primeiro ano do
projeto dez x dez, que juntou dez artistas e dez professores a trabalhar numa
inovação pedagógica dos programas do ensino secundário.
Os alunos foram convidados a utilizar apenas um caderno para todas as
disciplinas do seu ano escolar, promovendo a interligação entre elas. Foram criados
exercícios para contagiar os conteúdos letivos no caderno-oficina, convidaram-se
vários autores de diferentes áreas para partilharem o modo de utilização dos seus
cadernos e, no final, foram realizadas duas aulas públicas sobre todo o processo; uma
na Fundação Calouste Gulbenkian e outra no Colégio de Santa Doroteia.
Concluiu-se que as estratégias de organização pessoal de cada aluno são
muito diferenciadas, pelo que a utilização do dossier, separando os conteúdos das
disciplinas, como estratégia massificada poderá ser útil a muitos alunos, mas não a
todos, sendo sobretudo para estes últimos, que se a utilização do caderno-oficina se
pode apresentar como uma alternativa.
This report on supervised teaching practice aims to show how the school notebook, an ancient object used to register the learning process, can also be used in a simple way and as a unique object for all disciplines in the format of workshop-notebook. Its apparently chaotic use at the beginning, once organized, promotes creativity and interconnection between all areas, showing how knowledge is connected rather than compartmentalizing itself, as in the use of the dossier. The work presented was developed with a 12th grade class, within the Drawing discipline, since its program allows creative projects with three axes (See, Create, Communicate), in partnership with the Calouste Gulbenkian Foundation, during the first year of the 10x10 project, which brought together ten artists and ten teachers, working on a pedagogical innovation of secondary educational programs. Students were invited to use only one notebook for all classes during their school year, promoting interconnection between them. Exercises were created to spread the contents of each class inside the workshop-notebook, several authors from different areas were also invited to share their experience on using notebooks and, at the end, the students made two public lectures about the whole process; one at Calouste Gulbenkian Foundation and another at Santa Doroteia School. It was concluded that the strategies of personal organization of each student are very different, so the use of the dossier, separating the contents of each class as a massive strategy can be useful for many students, but not for all. For this reason, mainly for these last group of students, the workshop-notebook is presented as an alternative.
This report on supervised teaching practice aims to show how the school notebook, an ancient object used to register the learning process, can also be used in a simple way and as a unique object for all disciplines in the format of workshop-notebook. Its apparently chaotic use at the beginning, once organized, promotes creativity and interconnection between all areas, showing how knowledge is connected rather than compartmentalizing itself, as in the use of the dossier. The work presented was developed with a 12th grade class, within the Drawing discipline, since its program allows creative projects with three axes (See, Create, Communicate), in partnership with the Calouste Gulbenkian Foundation, during the first year of the 10x10 project, which brought together ten artists and ten teachers, working on a pedagogical innovation of secondary educational programs. Students were invited to use only one notebook for all classes during their school year, promoting interconnection between them. Exercises were created to spread the contents of each class inside the workshop-notebook, several authors from different areas were also invited to share their experience on using notebooks and, at the end, the students made two public lectures about the whole process; one at Calouste Gulbenkian Foundation and another at Santa Doroteia School. It was concluded that the strategies of personal organization of each student are very different, so the use of the dossier, separating the contents of each class as a massive strategy can be useful for many students, but not for all. For this reason, mainly for these last group of students, the workshop-notebook is presented as an alternative.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino das Artes Visuais, Universidade de Lisboa, Instituto de Educação, 2017
Palavras-chave
Cadernos de artista Interdisciplinaridade Organização pedagógica Criatividade Relatórios da prática de ensino supervisionada - 2017