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O feminino na história da cultura e das artes : o seu apagamento e perspectivas estratégicas de ensino
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O presente relatório de estágio tem por objetivo descrever criticamente as aulas lecionadas na Escola Secundária Jorge Peixinho, no ensino secundário, disciplina de História da Cultura e das Artes, nos anos letivos de 2021-2022 e 2022-2023. Durante as aulas lecionadas, abordamos a problemática da ausência de mulheres artistas nos diversos períodos trabalhados no âmbito desta unidade curricular, resultando na presente escolha para o tema deste relatório. Partimos da hipótese de que a escrita da história ainda se encontra atrelada a um passado masculino, branco e eurocêntrico e que a reprodução deste padrão está presente nos manuais escolares escolhidos, bem como na organização científico-teórica desta cadeira. Ao longo do relatório, destacamos este problema e debatemos possíveis alternativas de ensino, que foram trabalhadas, essencialmente, com a mesma turma: selecionamos duas aulas lecionadas à turma 10º ano J (maio de 2022, segundo semestre do mestrado), futura turma do 11º ano I (dezembro de 2022, terceiro semestre do mestrado), com pequenas alterações na composição do corpo discente, e decidimos acrescentar estas aulas pelo interesse relacional com o tema do relatório. No que se refere às referências pedagógicas, salientamos que este relatório se encontra pautado no ensino humanista e problematizador, logo, buscamos entrelaçar a nossa prática didática com as concepções pedagógicas de Carl Rogers, Anísio Teixeira e David Ausubel.
This internship report aims to critically describe the lessons taught at the Jorge Peixinho Secondary School, in high school, discipline of History of Culture and Arts, in high school, in the school years 2021-2022 and 2022-2023. During the classes taught, we approached the problematic of the absence of women artists in the several artistic periods adressed by the scope of this curricular unit, resulting in the present choice for this report’s theme. We started from the hypothesis that the writing of history is still tied to a masculine, white and eurocentric past and that the reproduction of this pattern is present in the chosen textbooks, as well as in the scientific-theoretical organization of this subject. Throughout this report, we highlight this problem and discuss possible teaching alternatives, which were worked, essentially, with the same class: we selected two lessons taught to the 10th grade J class (May 2022, second semester of the MA), future 11th grade I class (December 2022, third semester of the MA), with minor changes in the composition of the student body, and decided to add these lessons for the relational interest with the theme of the report. As far as pedagogical references are concerned, we emphasize that this report is based on humanistic and problematizing teaching, therefore, we seek to interweave our didactic practice with the pedagogical conceptions of Carl Rogers, Anísio Teixeira and David Ausubel.
This internship report aims to critically describe the lessons taught at the Jorge Peixinho Secondary School, in high school, discipline of History of Culture and Arts, in high school, in the school years 2021-2022 and 2022-2023. During the classes taught, we approached the problematic of the absence of women artists in the several artistic periods adressed by the scope of this curricular unit, resulting in the present choice for this report’s theme. We started from the hypothesis that the writing of history is still tied to a masculine, white and eurocentric past and that the reproduction of this pattern is present in the chosen textbooks, as well as in the scientific-theoretical organization of this subject. Throughout this report, we highlight this problem and discuss possible teaching alternatives, which were worked, essentially, with the same class: we selected two lessons taught to the 10th grade J class (May 2022, second semester of the MA), future 11th grade I class (December 2022, third semester of the MA), with minor changes in the composition of the student body, and decided to add these lessons for the relational interest with the theme of the report. As far as pedagogical references are concerned, we emphasize that this report is based on humanistic and problematizing teaching, therefore, we seek to interweave our didactic practice with the pedagogical conceptions of Carl Rogers, Anísio Teixeira and David Ausubel.
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
História da cultura Arte - História Género feminino Mulheres artistas Relatórios da prática de ensino supervisionada - 2023