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Advisor(s)
Abstract(s)
O presente trabalho, de cariz prático e investigativo, baseia-se numa
intervenção letiva realizada junto dos alunos do 10.º ano do Curso Científico-
Humanístico de Artes Visuais, na Escola Secundária Vergílio Ferreira, no ano letivo
de 2023/2024. O projeto foi desenvolvido no contexto da Prática de Ensino
Supervisionada, no âmbito do Mestrado em Ensino de Artes Visuais da Universidade
de Lisboa, e visou a implementação de uma unidade de trabalho, na disciplina de
Desenho A, a qual procurou refletir sobre o espaço escolar e as histórias significativas
que nele os alunos vivenciaram, através do desenho. O documento, intitulado Os
lugares da minha escola contam histórias, pretende apresentar o relato desta prática
letiva, acompanhado de uma investigação teórica que propõe justificar as opções
didáticas tomadas, enquadrado nos principais documentos curriculares em vigor no
sistema de ensino, e a partir da análise do contexto escolar onde esta se desenvolveu.
Procedeu-se à planificação e implementação da unidade de trabalho, a qual
consistiu na proposta de realização de exercícios de representação do espaço escolar
que se enquadrem nos sistemas de representação convencionais, implicando um
estudo aprofundado sobre o trabalho desenvolvido por um artista contemporâneo, de
modo a ser possível imprimir o seu estilo e linguagem própria nos mapas escolares
criados. Promovendo uma reflexão sobre as histórias vividas neste lugar diariamente
habitado pelos alunos, propôs-se a realização de sequências de registos gráficos, em
torno de objetos que traduzissem essas memórias, e explorando os processos de
síntese e transformação, nomeadamente, a simplificação.
A análise teórica que sustentou a prática de ensino iniciou com o estudo das
principais abordagens da educação artística, optando-se por baseá-la na articulação
dos paradigmas expressivo-psicanalítico, pragmático-construtivista e formalista-cognitivo,
e na intenção de enquadrá-la na abordagem triangular. Seguiu-se um
estudo sobre algumas estratégias e métodos de ensino, tendo-se adoptado os que se
consideraram mais adequados, como o método de trabalho independente, o método
de projeto e o método de trabalho em grupo, permitindo concluir que estes favorecem
um ambiente de aprendizagem ativa, centrada na descoberta e na construção do
conhecimento, e promovendo uma maior interação entre todos os alunos.
The following practical and research-centered study is grounded on a teaching exercise carried out with tenth-grade students of the Scientific-Humanistic Visual Arts Course at Vergílio Ferreira Secondary School in the academic year 2023-2024. As part of the requirements for the Master of Visual Arts Teaching of the University of Lisbon, this project was generated in the context of the Supervised Teaching Practice. Its goal was to create a unit of instruction in Drawing which sought to use drawing as a form of contemplation upon the school and its rich experiences of the students. Os Lugares Da Minha Escola Contam Histórias is a booklet that gives a complete presentation of this teaching strategy in addition to the theoretical literature that underpins the positive pedagogical choices present. These decisions are in accordance with the current primary curriculum frameworks in operation within the education system and have emerged from an analysis of the setting in which the project was developed. The instructional unit was prepared and implemented through the recommendation of tasks aimed at representing the educational institution in conventional ways. Just as students analyze the work of a contemporary artist, students were able to incorporate their own language and stylistic features into the school maps they designed. Thus, while appealing to the memory of the stories lived in this familiar surrounding, the students were asked to create sets of drawings focused on the things holding those memories, dealing with transformation processes, primarily with synthesis and simplification. The comparison of major approaches in art education acted as the guidance for the research which formed the basis of the suggested approach. In order to orient the practice in accordance with the triangular model, it was decided to rely upon the expressive-psychoanalytic, pragmatic-constructivist and objectivist paradigms combined. After that, several surveys of teaching philosophies and techniques were conducted in order to find the suitable options. Project-based learning, group work, and individual assignments are some of the notable examples along this order. These approaches proved to enhance student engagement in active learning towards knowledge creation and exploration.
The following practical and research-centered study is grounded on a teaching exercise carried out with tenth-grade students of the Scientific-Humanistic Visual Arts Course at Vergílio Ferreira Secondary School in the academic year 2023-2024. As part of the requirements for the Master of Visual Arts Teaching of the University of Lisbon, this project was generated in the context of the Supervised Teaching Practice. Its goal was to create a unit of instruction in Drawing which sought to use drawing as a form of contemplation upon the school and its rich experiences of the students. Os Lugares Da Minha Escola Contam Histórias is a booklet that gives a complete presentation of this teaching strategy in addition to the theoretical literature that underpins the positive pedagogical choices present. These decisions are in accordance with the current primary curriculum frameworks in operation within the education system and have emerged from an analysis of the setting in which the project was developed. The instructional unit was prepared and implemented through the recommendation of tasks aimed at representing the educational institution in conventional ways. Just as students analyze the work of a contemporary artist, students were able to incorporate their own language and stylistic features into the school maps they designed. Thus, while appealing to the memory of the stories lived in this familiar surrounding, the students were asked to create sets of drawings focused on the things holding those memories, dealing with transformation processes, primarily with synthesis and simplification. The comparison of major approaches in art education acted as the guidance for the research which formed the basis of the suggested approach. In order to orient the practice in accordance with the triangular model, it was decided to rely upon the expressive-psychoanalytic, pragmatic-constructivist and objectivist paradigms combined. After that, several surveys of teaching philosophies and techniques were conducted in order to find the suitable options. Project-based learning, group work, and individual assignments are some of the notable examples along this order. These approaches proved to enhance student engagement in active learning towards knowledge creation and exploration.
Description
Relatório de Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2024, Universidade de Lisboa, Instituto de Educação
Keywords
Desenho Espaço escolar Artes visuais Educação artística Processo de aprendizagem Relatórios da prática de ensino supervisionada - 2024