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O papel da geometria na motivação e autoconceito artístico do aluno
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Authors
Abstract(s)
O presente relatório, que se intitula por O Papel da Geometria na Motivação e
Autoconceito Artístico do Aluno, realizado no âmbito da Prática de Ensino
Supervisionada, foi implementado numa turma de 8.º ano do Colégio Pedro Arrupe
localizado em Lisboa, na disciplina de Educação Visual.
A Unidade Didática descrita ao longo deste trabalho, desenvolve-se à volta de
questões que se formaram no âmbito das experiências pessoais no campo da educação,
desde aluna a futura docente. De modo mais particular, procurou-se estudar os efeitos da
Unidade Didática no autoconceito artístico e na motivação do aluno, aplicando, como
meio, o desenho e a geometria. Particularizando mais a questão, procurou-se entender
como a geometria pode ser um agente modificador no autoconceito do próprio aluno, ao
permitir que este consiga desenhar o que vê com sucesso, podendo assim igualmente
motivá-lo em relação ao desenho.
Desta forma, foi desenvolvido um projeto educativo que pretendeu desenvolver o
desenho de formas artificiais (design), através da geometria. Sendo a turma constituída
por alunos do 8.º ano, a planificação foi construída de modo a corresponder às exigências
e aprendizagens essenciais da disciplina de Educação Visual, de acordo com o ano de
escolaridade.
Dos resultados obtidos foi possível concluir que a relação entre o desenho e a
geometria permitiu que os alunos relacionassem as suas aplicabilidades em concordância
com um e o outro, aumentando o interesse do aluno quando esta relação se tornou
evidente no desenho. Foi igualmente verificado um aumento positivo na conceção de
aprendizagem com uma variação significativa antes e depois da intervenção,
demonstrando uma tendência favorável na crença de que existe uma progressão através
da prática (nomeadamente, através da geometria) no desenho (scores mais elevados).
The follow report, entitled The Role of Geometry in the Student's Motivation and Artistic Self-concept, carried out within the framework of Supervised Teaching Practice, was implemented in an 8th grade class at Colégio Pedro Arrupe located in Lisbon. The didactic unit described throughout this work is developed around questions that have been formed during my experiences in the field of education, from student to future teacher. More particularly, it was aimed to study the effects of the didactic unit on the artistic self-concept and on the student's motivation, applying, as a means, drawing and geometry. Particularizing the issue further, we tried to understand whether geometry can be a modifying agent in the student's self-concept, by allowing him to successfully draw what he sees, thus being able to motivate him in relation to the drawing. In this way, an educational project was developed that intended to develop the design of artificial shapes (design), through geometry. As the class is made up of 8th grade students, the planning was built in order to meet the requirements and essential learning of the Visual Education subject, according to the school year. The results obtained showed that when the students understood the correlation between drawing and geometry and their applicability, their interest increased after this correlation became more evident. A positive increase in learning was demonstrated with a significant demonstration before and after the intervention, making a proven trend that through practice there is a proven progression (namely, through geometry) in drawing (scores elevated).
The follow report, entitled The Role of Geometry in the Student's Motivation and Artistic Self-concept, carried out within the framework of Supervised Teaching Practice, was implemented in an 8th grade class at Colégio Pedro Arrupe located in Lisbon. The didactic unit described throughout this work is developed around questions that have been formed during my experiences in the field of education, from student to future teacher. More particularly, it was aimed to study the effects of the didactic unit on the artistic self-concept and on the student's motivation, applying, as a means, drawing and geometry. Particularizing the issue further, we tried to understand whether geometry can be a modifying agent in the student's self-concept, by allowing him to successfully draw what he sees, thus being able to motivate him in relation to the drawing. In this way, an educational project was developed that intended to develop the design of artificial shapes (design), through geometry. As the class is made up of 8th grade students, the planning was built in order to meet the requirements and essential learning of the Visual Education subject, according to the school year. The results obtained showed that when the students understood the correlation between drawing and geometry and their applicability, their interest increased after this correlation became more evident. A positive increase in learning was demonstrated with a significant demonstration before and after the intervention, making a proven trend that through practice there is a proven progression (namely, through geometry) in drawing (scores elevated).
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais, 2022, Universidade de Lisboa, Instituto de Educação
Keywords
Geometria Desenho Educação visual Educação artística Motivação Relatórios da prática de ensino supervisionada - 2022