A carregar...
Publicação
Interdisciplinaridade : desenho e geometria descritiva
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 7.83 MB | Adobe PDF |
Orientador(es)
Resumo(s)
O presente Projeto Educativo, que se intitula por Interdisciplinaridade: Desenho e Geometria Descritiva, realizado no âmbito da Prática de Ensino Supervisionada, foi implementado numa turma de 11.º ano, do Curso Científico-Humanístico de Artes Visuais, da Escola Secundária Arco-Íris, sede do Agrupamento de Escolas de Portela e Moscavide, localizada no concelho de Loures, na periferia de Lisboa.
O interesse por explorar a relação entre o Desenho e a Geometria Descritiva motivou o desenvolvimento da Unidade Didática apresentada, na perspetiva de perceber de que modo a interdisciplinaridade, entre o Desenho A e a Geometria Descritiva A, poderia promover a aprendizagem dos alunos. Num momento em que se redefinem novas formas de conceber o ensino, tendo como preocupação a autonomia e a flexibilidade curricular, importa explorar não só a relação entre os conteúdos programáticos das disciplinas mencionadas, mas, principalmente, analisar as aprendizagens resultantes da prática interdisciplinar.
Para fundamentar este estudo, abordam-se algumas das Teorias da Aprendizagem, como é o caso da Teoria de Desenvolvimento Cognitivo, tendo em conta a fase de desenvolvimento dos participantes. São estudados dois modelos de ensino/aprendizagem, o primeiro criado por Jerome Bruner, Aprendizagem por Descoberta, e o segundo por David Ausubel, Aprendizagem por Receção Verbal Significativa. Também são referidas várias teorias que explicam a Motivação e, nesse sentido, são mencionadas estratégias capazes de promover a motivação dos alunos, em função da Aprendizagem Significativa.
Os resultados obtidos, para além de indicarem o sucesso escolar dos alunos,icipantes não só se aperceberam da relação entre as disciplinas em causa, como também admitiram a aplicabilidade dos conhecimentos adquiridos na resolução de problemas dentro e fora do contexto escolar. Os resultados revelam, por unanimidade, que a interdisciplinaridade melhora a aprendizagem, e ainda, demonstram a motivação e o interesse dos alunos por participar de Projetos de carácter interdisciplinar.
The present Educational Project, entitled Interdisciplinarity: Design and Descriptive Geometry, carried out within the framework of the Supervised Teaching Practice, was implemented in a class of 11th year of the Scientific-Humanistic Course of Visual Arts, of the Escola Secundária Arco-Íris , headquarters of Agrupamento de Escolas de Portela e Moscavide, located in the municipality of Loures, on the outskirts of Lisbon. The interest in exploring the relationship between Drawing and Descriptive Geometry lead to the development of the Didactic Unit presented, in the perspective of perceiving how the interdisciplinarity between Drawing A and Descriptive Geometry A could promote student learning. At a time when new ways of conceiving education are being redefined, with autonomy and curricular flexibility in mind, it is important to explore not only the relation between the syllabus content of the mentioned disciplines, but most of all to analyze the learning resulting from interdisciplinary practice. In order to base this study, some of the Theories of Learning are approached, as is the case of Cognitive Development Theory, taking into account the development phase of the participants. Two models of teaching / learning are studied, the first one created by Jerome Bruner, Discovery Learning, and the second by David Ausubel, Significant Verbal Receiving Learning. Several theories explaining Motivation are also mentioned and, regarding this, strategies capable of promoting student motivation are mentioned in relation to Significant Learning. The results, go beyond indicating the success of the students, revealed also that the participants not only realized the relationship between the subjects in question, but also acknowledged the applicability of the knowledge acquired in solving problems inside and outside the school context. The results revealed, unanimously, that interdisciplinarity improves learning and demonstrate the students' motivation and interest to participate in Interdisciplinary Projects.
The present Educational Project, entitled Interdisciplinarity: Design and Descriptive Geometry, carried out within the framework of the Supervised Teaching Practice, was implemented in a class of 11th year of the Scientific-Humanistic Course of Visual Arts, of the Escola Secundária Arco-Íris , headquarters of Agrupamento de Escolas de Portela e Moscavide, located in the municipality of Loures, on the outskirts of Lisbon. The interest in exploring the relationship between Drawing and Descriptive Geometry lead to the development of the Didactic Unit presented, in the perspective of perceiving how the interdisciplinarity between Drawing A and Descriptive Geometry A could promote student learning. At a time when new ways of conceiving education are being redefined, with autonomy and curricular flexibility in mind, it is important to explore not only the relation between the syllabus content of the mentioned disciplines, but most of all to analyze the learning resulting from interdisciplinary practice. In order to base this study, some of the Theories of Learning are approached, as is the case of Cognitive Development Theory, taking into account the development phase of the participants. Two models of teaching / learning are studied, the first one created by Jerome Bruner, Discovery Learning, and the second by David Ausubel, Significant Verbal Receiving Learning. Several theories explaining Motivation are also mentioned and, regarding this, strategies capable of promoting student motivation are mentioned in relation to Significant Learning. The results, go beyond indicating the success of the students, revealed also that the participants not only realized the relationship between the subjects in question, but also acknowledged the applicability of the knowledge acquired in solving problems inside and outside the school context. The results revealed, unanimously, that interdisciplinarity improves learning and demonstrate the students' motivation and interest to participate in Interdisciplinary Projects.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais, Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Interdiscisplinaridade Desenho Geometria descritiva Perspectiva Axonometria Relatórios da prática de ensino supervisionada - 2018