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Criação de um fanzine
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Resumo(s)
O presente relatório é uma análise e compêndio dos resultados da aplicação de
uma Unidade Didática, implementada no primeiro ano do curso profissional de Técnico
de Design de Interiores e Exteriores, na disciplina de Desenho de Comunicação, dentro
do Módulo 4, intitulado Comunicação Visual, na Escola Profissional de Recuperação do
Património de Sintra, na freguesia de São João das Lampas e Terrugem, no âmbito do
Mestrado em Ensino de Artes Visuais, tendo sido aplicado tanto através da plataforma
Zoom, como através do ensino regular presencial.
Esta investigação tomou início com a observação, enquanto estudante, da
diminuição de motivação nos alunos, tanto devido ao estado de pandemia vivido, como
às naturais flutuações de motivação entre gerações. Procurou-se compreender os motivos
deste estado nos alunos e procurar métodos pedagógicos para superarem esta fase de atrito
criativo, agora com maior entusiasmo, permitindo deste modo aprendizagens essenciais
na área do desenho e das artes plásticas, fundamentais à sua escolaridade.
O conteúdo programático da UD aplicada insere-se no universo do Fanzine;
pequenas publicações manuais populares desde o meado do século XX; na aprendizagem
da sua História, das técnicas e dos métodos de criar fanzine individualizados. Deste modo,
procurou-se criar uma UD em que, na sua conclusão, os alunos teriam um objeto de sua
conceção, cujo interior seria um conjunto dos exercícios concretizados em aula e fora
desta. Concretizando assim um trabalho final, produto da reflexão e introspeção da
procura dos lugares dessas imagens ou texto. Fundamentou-se esta investigação
teoricamente analisando e estudando o trabalho de Erikson, Sears e Piaget, assim como
as teorias de motivação de Michelene T. H. Chi e Ruth, Didier Le Gall, Virginie Goutte
e, finalmente, as teorias de aprendizagem de Ausubel e Efland. Os resultados desta
intervenção pedagógica revelam que a UD contribuiu para o aumento do nível de
motivação da maioria dos alunos, e deste modo, contribuiu em abundância para resultados
de sucesso. Os alunos mostraram-se mais estimulados, mais engajados, com sensibilidade
estética superior, e com conhecimentos de história de arte não ensinados tradicionalmente
nas disciplinas de desenho nas escolas secundárias.
This report is an analysis and compendium of the results of the application of a Didactic Unit, implemented in the first year of the Interior and Exterior Design Technician professional course, in the Communication Design discipline, within Module 4, titled Visual Communication, in the Escola Profissional de Recuperação do Património, in the municipality of Sintra, parish of São João das Lampas e Terrugem, within the scope of the Master in Visual Arts Teaching, having been applied both through the Zoom platform and through regular face-to-face teaching. This investigation began with observation, as a student, of the decrease in motivation in students, both due to the pandemics, as to the natural fluctuations of motivation between generations. We tried to understand the reasons for this condition in the students and looked for pedagogical methods to overcome the phase of greater creative friction, now with greater enthusiasm, thus allowing essential learning in drawing and the visual arts, fundamental to their schooling. The syllabus of the applied DU is part of the Fanzine universe; a small manual publication popular since the mid-20th century; students learned the History, techniques, and methods of making individual fanzine. In this way, we tried to create a DU in which, at its conclusion, the students would have an object of their own conception, whose interior is a set of exercises conducted in and out class and outside, after reflection and introspection, selecting the places of these images or text. This investigation was theoretically based on analyzing and studying the work of Erikson, Sears, and Piaget, as well as the motivation theories of Michelene T. H. Chi and Ruth, Didier Le Gall, Virginie Goutte and, finally, the learning theories of Ausubel and Efland. The results of this pedagogical intervention reveal that the DU contributed to the increase in the level of motivation of most students, and in this way, contributed in abundance to successful results. The students were more stimulated, more engaged, with superior aesthetic sensibility, knowledge of specific art history not traditionally taught in traditional classrooms and schools.
This report is an analysis and compendium of the results of the application of a Didactic Unit, implemented in the first year of the Interior and Exterior Design Technician professional course, in the Communication Design discipline, within Module 4, titled Visual Communication, in the Escola Profissional de Recuperação do Património, in the municipality of Sintra, parish of São João das Lampas e Terrugem, within the scope of the Master in Visual Arts Teaching, having been applied both through the Zoom platform and through regular face-to-face teaching. This investigation began with observation, as a student, of the decrease in motivation in students, both due to the pandemics, as to the natural fluctuations of motivation between generations. We tried to understand the reasons for this condition in the students and looked for pedagogical methods to overcome the phase of greater creative friction, now with greater enthusiasm, thus allowing essential learning in drawing and the visual arts, fundamental to their schooling. The syllabus of the applied DU is part of the Fanzine universe; a small manual publication popular since the mid-20th century; students learned the History, techniques, and methods of making individual fanzine. In this way, we tried to create a DU in which, at its conclusion, the students would have an object of their own conception, whose interior is a set of exercises conducted in and out class and outside, after reflection and introspection, selecting the places of these images or text. This investigation was theoretically based on analyzing and studying the work of Erikson, Sears, and Piaget, as well as the motivation theories of Michelene T. H. Chi and Ruth, Didier Le Gall, Virginie Goutte and, finally, the learning theories of Ausubel and Efland. The results of this pedagogical intervention reveal that the DU contributed to the increase in the level of motivation of most students, and in this way, contributed in abundance to successful results. The students were more stimulated, more engaged, with superior aesthetic sensibility, knowledge of specific art history not traditionally taught in traditional classrooms and schools.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Desenho Banda desenhada Ensino de desenho Motivação do aluno Fanzines Relatórios da prática de ensino supervisionada - 2022