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Corpo, movimento e arte : sobre a prática em oficina de artes
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Resumo(s)
A presente dissertação de Mestrado, de cariz investigativo, teve como ponto de
partida uma intervenção didática, no contexto de uma turma de 12.º ano, na disciplina de
Oficina de Artes, da Escola Secundária Leal da Câmara, freguesia de Rio de Mouro, no
ano letivo 2021/2022.
Face ao cenário habitual, em que a educação se limita às paredes de uma sala e ao
perfeito alinhamento das carteiras e os alunos são observados em inertes e repetidas
posições, dia após dia; tomou-se a aprendizagem pela experiência, dando uso ao
movimento, na qualidade de ferramenta, como meio principal para promover a resolução
de problemas e consciencialização do processo, despertando para a importância da
tentativa-erro. O professor assumiu o papel de mediador entre o aluno, os recursos e os
conceitos fundamentais do trabalho, planificando a Unidade de Trabalho de acordo com
as fases respeitantes da Metodologia de Projeto.
Tendo em conta a caracterização do grupo-turma e o contexto em que se inseria,
planificaram-se as sessões com uma forte componente reflexiva e exploratória, que
preparou os alunos para um último exercício individual, no qual subjetivamente
estudaram um movimento do seu corpo e o transferiram artisticamente para um suporte
físico. Reuniram-se dados, analisaram-se os processos e resultados, o que permitiu uma
reflexão crítica acerca das repercussões da proposta e impacto das dinâmicas promovidas
pela professora ao longo do processo.
Refletir sobre a temática da identidade, a sua relação com o corpo e o movimento
foi um dos principais objetivos para os alunos; outro foi fomentar a sua capacidade crítica
acerca do quotidiano formal (escola) e informal (atividades fora da escola), analisando
contextos e agentes de mudanças em sala de aula. Favoreceu-se a manipulação sensível
de diversos processos artísticos, fora da posição e espaço de trabalho comum. Ao longo
da UT, as docentes provocaram momentos de introspeção sobre o movimento do corpo,
investigando como o domínio dessa competência pode alterar processos e resultados,
contribuindo para uma consciência maior da sua prática artística e de si enquanto
criadores.
This Master's thesis, covers a didactic intervention in the context of a 12th grade class, at the Oficina de Artes subject, at Escola Secundária Leal da Câmara, parish of Rio de Mouro, in the academic year of 2021/2022. The thesis is of an investigative character. Given the usual classroom layout of the education system – limited to the walls of a room and the perfect alignment of desks -, students are observed in still and repeated positions, day after day. Learning from experience, using movement as a tool, was the mean used to promote problem solving skills and process awareness, drawing attention to the importance of trial and error. The teacher takes the role of the mediator between the student, the resources and the fundamental concepts of the investigation, planning the Work Unit according to the set phases of the Metodologia de Projeto (project methodology applied to the investigation). Considering the characteristics and context of the group (students and teachers), sessions are planned with a strong reflective and exploratory component, preparing the students for a final individual exercise, in which they subjectively study a movement of their body and artistically turn it into a physical project. From the results, data is gathered and analysed, allowing for a critical reflection of the impact of the strategies and teachers’ role throughout the process. To think about identity, its relationship with the body and its movement, is one of the main goals for the students, as well as to develop critical skills regarding formal (school) and informal (out-of-school) everyday life. As well as to analyse different contexts and changing agents inside the classroom. The sensitive manipulation of various artistic processes was considered, outside the common working postures and classroom space organization. Throughout the Work Unit, teachers create moments of self-anylises about body movement within the artistic practice, investigating how mastering this skill can change the results, contributing to a greater awareness of their artistic practice and of themselves as creators.
This Master's thesis, covers a didactic intervention in the context of a 12th grade class, at the Oficina de Artes subject, at Escola Secundária Leal da Câmara, parish of Rio de Mouro, in the academic year of 2021/2022. The thesis is of an investigative character. Given the usual classroom layout of the education system – limited to the walls of a room and the perfect alignment of desks -, students are observed in still and repeated positions, day after day. Learning from experience, using movement as a tool, was the mean used to promote problem solving skills and process awareness, drawing attention to the importance of trial and error. The teacher takes the role of the mediator between the student, the resources and the fundamental concepts of the investigation, planning the Work Unit according to the set phases of the Metodologia de Projeto (project methodology applied to the investigation). Considering the characteristics and context of the group (students and teachers), sessions are planned with a strong reflective and exploratory component, preparing the students for a final individual exercise, in which they subjectively study a movement of their body and artistically turn it into a physical project. From the results, data is gathered and analysed, allowing for a critical reflection of the impact of the strategies and teachers’ role throughout the process. To think about identity, its relationship with the body and its movement, is one of the main goals for the students, as well as to develop critical skills regarding formal (school) and informal (out-of-school) everyday life. As well as to analyse different contexts and changing agents inside the classroom. The sensitive manipulation of various artistic processes was considered, outside the common working postures and classroom space organization. Throughout the Work Unit, teachers create moments of self-anylises about body movement within the artistic practice, investigating how mastering this skill can change the results, contributing to a greater awareness of their artistic practice and of themselves as creators.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Consciência corporal Corpo e movimento Artes visuais Aprendizagem baseada em experiência