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Traço interrompido : análise crítica ao ensino do Desenho em Portugal - uma abordagem didática e pedagógica
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Orientador(es)
Resumo(s)
A génese desta tese encontra-se na pandemia de COVID-19 e nas mudanças operadas no sistema de ensino para garantir a aprendizagem dos alunos. No contexto da criação de aulas televisionadas para a disciplina de Desenho-A surgiram algumas inquietações sobre o ensino e o papel do Desenho no ensino obrigatório. Foi necessário construir uma nova abordagem aos conteúdos, mas também, foi importante aprofundar os conceitos teóricos, presentes no currículo da disciplina e que conduziram a esta investigação. A construção dos recursos educativos tornou-se central nesta investigação. Os desenhos criados durante as aulas são um repositório documental inédito de um período único. Neste sentido, a experiência de ensinar foi única, que permitiu refletir sobre a mesma para memória futura. Assim, optou-se por uma metodologia híbrida, em que a autoetnografia e a artografia têm como objetivo o registo e a reflexão sobre a experiência do #EstudoEmCasa@. Para responder a algumas das inquietações que surgiram nesta investigação olhou-se para as experiências dos docentes do ensino superior e dos alunos do ensino secundário através de questionários. Aos primeiros questionou-se sobre a perceção das competências que os alunos trazem do ensino secundário. Aos alunos, questionou-se a perceção das suas próprias aprendizagens e como se relacionam com o sistema de ensino pós-pandemia, e ainda, se estabeleceram alguma relação com o #EstudoEmCasa@. A comparação das respostas, dos alunos e dos docentes, levou a conclusões sobre a disciplina de Desenho-A que, associada às experiências retratadas do ensino à distância e construção de recursos educativos, culmina numa série de propostas que apontam para uma melhoria significativa, com impacto no desempenho e preparação dos alunos. Com destaque para a criação de ofertas de formação contínua, para professores de Artes Visuais, na área do Desenho, preferencialmente creditada; e um aumento do número de horas de aulas de Educação Visual, no ensino básico.
The genesis of this thesis lies in the COVID-19 pandemic and the ensuing adaptations made to the educational system to ensure continued student learning. The creation of televised lessons for the Drawing A subject gave rise to a variety of concerns relating to the teaching of Drawing and its role within compulsory education. A novel approach to the curriculum was necessary, alongside a deeper exploration of the theoretical concepts underpinning the subject, which served as the catalyst for this research. The development of educational resources became central to this investigation. The drawings produced during the lessons constitute a unique documentary repository of a singular period. In this vein, the teaching experience was unparalleled, offering a valuable opportunity for reflection. Consequently, a hybrid methodology was adopted, whereby autoethnography and A/r/tography were employed to document and reflect upon the #EstudoEmCasa@ learning experience. To address the inquiries that appeared during this research, the experiences of higher education instructors and secondary school students were examined through questionnaires. The former were queried about their perceptions of the skills students bring from secondary education, while the latter were asked about their perceptions of their own learning, their relationship with the post-pandemic education system, and their engagement with the #EstudoEmCasa@ initiative. A comparison of the responses from students and teachers led to conclusions about the Drawing A subject. When combined with the experiences depicted in distance learning and the creation of educational resources, these conclusions culminated in a series of proposals aimed at significantly improving student performance and preparation. Notably, these proposals advocate for the creation of accredited continuing education opportunities for Visual Arts teachers specializing in Drawing, as well as an increase in the number of Visual Education hours in primary education.
The genesis of this thesis lies in the COVID-19 pandemic and the ensuing adaptations made to the educational system to ensure continued student learning. The creation of televised lessons for the Drawing A subject gave rise to a variety of concerns relating to the teaching of Drawing and its role within compulsory education. A novel approach to the curriculum was necessary, alongside a deeper exploration of the theoretical concepts underpinning the subject, which served as the catalyst for this research. The development of educational resources became central to this investigation. The drawings produced during the lessons constitute a unique documentary repository of a singular period. In this vein, the teaching experience was unparalleled, offering a valuable opportunity for reflection. Consequently, a hybrid methodology was adopted, whereby autoethnography and A/r/tography were employed to document and reflect upon the #EstudoEmCasa@ learning experience. To address the inquiries that appeared during this research, the experiences of higher education instructors and secondary school students were examined through questionnaires. The former were queried about their perceptions of the skills students bring from secondary education, while the latter were asked about their perceptions of their own learning, their relationship with the post-pandemic education system, and their engagement with the #EstudoEmCasa@ initiative. A comparison of the responses from students and teachers led to conclusions about the Drawing A subject. When combined with the experiences depicted in distance learning and the creation of educational resources, these conclusions culminated in a series of proposals aimed at significantly improving student performance and preparation. Notably, these proposals advocate for the creation of accredited continuing education opportunities for Visual Arts teachers specializing in Drawing, as well as an increase in the number of Visual Education hours in primary education.
Descrição
Tese de doutoramento, Belas-Artes, na especialidade de Desenho, 2025, Universidade de Lisboa, Faculdade de Belas Artes.
Palavras-chave
Drawing didactics Hybrid methodology Autoethnography A/r/tography #EstudoEmCasa@ Didáticas do Desenho Metodologia híbrida Autoetnografia Artografia #EstudoEmCasa@