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A arte no Renascimento – Uma proposta didática
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O presente Relatório de Prática de Ensino Supervisionada tem como objetivo
mostrar a didática utilizada durante a lecionação de aulas, sendo que esta foi realizada
tendo em vista as ideias presentes na Teoria Cognitiva e Construtivista de Jean Piaget.
Sendo o tema do presente relatório, A arte no Renascimento – Uma proposta didática, o
objeto do meu estudo e aquilo a que me proponho apresentar, é premente esclarecer no
mesmo de que forma a teoria de Piaget e a paixão pela arte, tiveram influência na didática
escolhida por mim, durante a lecionação da matéria sobre a arte no Renascimento aos
alunos do 8ºano de escolaridade.
Pretende-se igualmente patentear a importância da arte na cultura do
Renascimento, bem como, evidenciar o seu impacto como protagonista no mesmo. É
evidente a minha intenção de referir o contexto histórico, cultural e religioso em que o
tema do relatório alude. De igual forma, deseja-se mostrar a importância da imagem como
instrumento simbólico, objeto fundamental na evolução intelectual da criança e do pré-adolescente, numa didática de ensino coincidente com as ideias cognitivistas e
construtivistas do psicólogo e biólogo Jean Piaget. Por outras palavras, almeja-se
esclarecer as condições particulares que a imagem, respeitante consecutivamente à arte
no período histórico anteriormente referido, pode alcançar na construção de um
pensamento completo e crítico na mente de uma pessoa pré-adolescente e adolescente.
Com isto, indico a relevância que a imagem pode ter num método de ensino, à partida,
somente teórico, e que através dela, pode completar a didática, tornando-a mais prática,
e apelativa para aqueles que estão ainda em fase de construção das suas próprias
personalidades.
O presente relatório de prática de ensino supervisionada vai ao encontro das
especificidades intelectuais e psicológicas dos pré-adolescentes com idades
compreendidas entre os 13 e 14 anos. Considerei também essencial que a didática por
mim utilizada fosse ao encontro das motivações e expectativas dos alunos, tendo sempre
em consideração, de igual forma, um conjunto de aprendizagens essenciais,
incrementadas no programa do manual escolar da disciplina de História, utilizado pela
Escola Básica Alto dos Moinhos. De grosso modo o que me proponho apresentar, encontra-se incluído numa
proposta de ensino cuja figura central será sempre o aluno, conciliando, portanto, a minha
paixão pela História, pela Arte, mais propriamente, no Renascimento, época histórica por
mim fascinante, com a concretização de uma didática dinâmica e ativa, que contribui para
o incremento de mentes desenvolvidas, independentes, ativas e analíticas.
This Supervised Teaching Practice Report aims to show the didactics used during the teaching of classes, which was carried out in view of the ideas present in Jean Piaget's Cognitive and Constructivist Theory. As the subject of this report, Art in the Renaissance – A didactic proposal, the object of my study and what I propose to present, it is urgent to clarify in it how Piaget's theory and the passion for art had an influence on the didactic chosen by me, during the teaching of the subject on Art in the Renaissance to the students of the 8th year of schooling. It is also intended to demonstrate the importance of art in the culture of the Renaissance, as well as to highlight its impact as a protagonist in it. My intention is clear to refer to the historical, cultural and religious context in which the subject of the report alludes. Likewise, we want to show the importance of the image as a symbolic instrument, a fundamental object in the intellectual evolution of children and pre-adolescents, in a teaching didactic that coincides with the cognitivist and constructivist ideas of the psychologist and biologist Jean Piaget. In other words, the aim is to clarify the particular conditions that the image, consecutively referring to art in the aforementioned historical period, can achieve in the construction of a complete and critical thought in the mind of a pre-adolescent and adolescent person. With this, I indicate the relevance that the image can have in a teaching method, at the outset, only theoretical, and that through it, can complete the didactic, making it more practical, and appealing to those who are still in the construction phase of their own personalities. This supervised teaching practice report meets the intellectual and psychological specificities of pre-adolescents aged between 13 and 14 years old. I also considered it essential that the didactics used by me would meet the motivations and expectations of the students, always taking into account, in the same way, a set of essential learning, increased in the program of the school manual of the discipline of History, used by Escola Básica Alto dos Moinhos. Roughly speaking, what I propose to present is included in a teaching proposal whose central figure will always be the student, reconciling, therefore, my passion for History, for Art, more specifically, in the Renaissance, a fascinating historical period for me, with the implementation of a dynamic and active didactic, which contributes to the increment of developed, independent, active and analytical minds.
This Supervised Teaching Practice Report aims to show the didactics used during the teaching of classes, which was carried out in view of the ideas present in Jean Piaget's Cognitive and Constructivist Theory. As the subject of this report, Art in the Renaissance – A didactic proposal, the object of my study and what I propose to present, it is urgent to clarify in it how Piaget's theory and the passion for art had an influence on the didactic chosen by me, during the teaching of the subject on Art in the Renaissance to the students of the 8th year of schooling. It is also intended to demonstrate the importance of art in the culture of the Renaissance, as well as to highlight its impact as a protagonist in it. My intention is clear to refer to the historical, cultural and religious context in which the subject of the report alludes. Likewise, we want to show the importance of the image as a symbolic instrument, a fundamental object in the intellectual evolution of children and pre-adolescents, in a teaching didactic that coincides with the cognitivist and constructivist ideas of the psychologist and biologist Jean Piaget. In other words, the aim is to clarify the particular conditions that the image, consecutively referring to art in the aforementioned historical period, can achieve in the construction of a complete and critical thought in the mind of a pre-adolescent and adolescent person. With this, I indicate the relevance that the image can have in a teaching method, at the outset, only theoretical, and that through it, can complete the didactic, making it more practical, and appealing to those who are still in the construction phase of their own personalities. This supervised teaching practice report meets the intellectual and psychological specificities of pre-adolescents aged between 13 and 14 years old. I also considered it essential that the didactics used by me would meet the motivations and expectations of the students, always taking into account, in the same way, a set of essential learning, increased in the program of the school manual of the discipline of History, used by Escola Básica Alto dos Moinhos. Roughly speaking, what I propose to present is included in a teaching proposal whose central figure will always be the student, reconciling, therefore, my passion for History, for Art, more specifically, in the Renaissance, a fascinating historical period for me, with the implementation of a dynamic and active didactic, which contributes to the increment of developed, independent, active and analytical minds.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de História no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Arte Renascimento Cognitivismo Construtivismo História - Estudo e ensino Relatórios da prática de ensino supervisionada - 2022