A carregar...
Publicação
Máscaras iluminadas como exercício de autoconhecimento
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 5.02 MB | Adobe PDF |
Autores
Resumo(s)
O presente relatório referente à Prática de Ensino Supervisionada, intitulado
Máscaras Iluminadas como exercício de Autoconhecimento, foi realizado no âmbito da
disciplina de Oficina de Artes com uma turma de 12.º ano, do Curso Cientifico-Humanístico de Artes Visuais, na Escola Secundária Manuel Cargaleiro, localizada no
Fogueteiro, freguesia da Amora, concelho do Seixal.
A temática desta Unidade Didática incidiu sobre o desenvolvimento de um
projeto em que os alunos tiveram de construir uma máscara, a partir de materiais
reciclados do ferro velho, que refletisse o seu “eu” interior, com o apoio de um
exercício de autoconhecimento que serviu como rampa de ideias. Pretendeu-se, deste
modo, promover nos alunos um desenvolvimento de conhecimento a nível pessoal e
material, para que entendam e sejam capazes de construir narrativas e concretiza-las em
áreas de produção artística.
Utilizou-se uma metodologia investigativa qualitativa, sendo a recolha de dados
a observação direta em ambiente de sala de aula com recurso a grelhas de observação,
notas de campo e fotografias do trabalho desenvolvido ao longo do projeto. A análise de
dados é realizada através, da avaliação quantitativa dos trabalhos, do inquérito de
introspeção e da memória descritiva realizada pelos alunos sobre os seus projetos, de
modo a incidir os resultados deste estudo sobre os conhecimentos adquiridos antes e
depois da Unidade Didática.
Para fundamentar este estudo, apresenta-se o Perfil dos alunos para o século
XXI, que engloba princípios, visão, valores, competências e implicações práticas que
devemos incutir ao longo de toda a escolaridade obrigatória. São estudados o
Desenvolvimento pessoal, psicossocial e moral, para melhor entendimento da fase de
desenvolvimento dos participantes. São também referidas várias Teorias de
Aprendizagem que refletem modelos de ensino/aprendizagem utilizados. Também se
aborda Os jovens e as máscaras sociais que criam e usam como defesa ou revolta, por
fim explica-se O método de introspeção de Wundt e o autoconhecimento, como
ferramenta de reflexão e entendimento próprio.
Dos resultados obtidos, foi possível concluir que o sucesso escolar dos alunos
participantes, através dos objetivos e metas alcançados, foi atingido com uma avaliação
positiva na unidade de trabalho. Os resultados revelam que os alunos refletiram e
desenvolveram o projeto de forma autónoma, sendo capazes de identificar e reconhecer
diversos materiais e suas propriedades, analisando modos de formar um objeto artístico
e entendendo o processo criativo como espaço de cruzamento de diversas
condicionantes físicas e conceptuais (Gonçalves & Alírio, 2005).
The present report on Supervised Teaching Practice, which is entitled Illuminated Masks as a Self-Knowledge exercise, carried out within the scope of the subject of Oficina de Artes with a class of the 12th grade, of the Scientific-Humanistic Course of Visual Arts, of the Manuel Cargaleiro High School, located in Fogueteiro in the district of Amora and in the municipality of Seixal. The theme of this Didactic Unit focused on the development of a project in which the students had to build a mask, using recycled materials from a junk yard, which reflected their inner “self”, with the support of an exercise of self-knowledge that served as a ramp of ideas. In this way, it was intended to promote in students a development of knowledge at a personal and material level, so that they understand and are able to construct narratives and concretize them in areas of artistic production. A qualitative investigative methodology was used, with data collection being direct observation in a classroom environment using observation grids, field notes and photographs of the work developed throughout the project. Data analysis is performed through the quantitative evaluation of the works, the introspection survey and the descriptive memory carried out by the students on their projects, in order to focus the results of this study on the knowledge acquired before and after the Didactic Unit. To support this study, the Profile of students for the 21st century is presented, which encompasses principles, vision, values, competences and practical implications that we must instill throughout the entire compulsory education. Personal, psychosocial and moral development, are studied in order to better understand the participants' stage of development. Several Learning Theories are also mentioned that reflect teaching/learning models used. It also addresses Young people and the social masks that they create and use as a defense or revolt, finally explaining Wundt's method of introspection and self-knowledge, as a tool for reflection and self-understanding. From the results obtained, it was possible to conclude the academic success of the participating students, through the objectives and goals achieved, having all acquired a positive evaluation in the work unit. The results reveal that the students reflected and developed the project based on this reflection in an autonomous way, being able to identify and recognize different materials and their properties, analyzing ways of forming an artistic object and understanding the creative process as a space for crossing various physical and conceptual conditions (Gonçalves & Alírio, 2005).
The present report on Supervised Teaching Practice, which is entitled Illuminated Masks as a Self-Knowledge exercise, carried out within the scope of the subject of Oficina de Artes with a class of the 12th grade, of the Scientific-Humanistic Course of Visual Arts, of the Manuel Cargaleiro High School, located in Fogueteiro in the district of Amora and in the municipality of Seixal. The theme of this Didactic Unit focused on the development of a project in which the students had to build a mask, using recycled materials from a junk yard, which reflected their inner “self”, with the support of an exercise of self-knowledge that served as a ramp of ideas. In this way, it was intended to promote in students a development of knowledge at a personal and material level, so that they understand and are able to construct narratives and concretize them in areas of artistic production. A qualitative investigative methodology was used, with data collection being direct observation in a classroom environment using observation grids, field notes and photographs of the work developed throughout the project. Data analysis is performed through the quantitative evaluation of the works, the introspection survey and the descriptive memory carried out by the students on their projects, in order to focus the results of this study on the knowledge acquired before and after the Didactic Unit. To support this study, the Profile of students for the 21st century is presented, which encompasses principles, vision, values, competences and practical implications that we must instill throughout the entire compulsory education. Personal, psychosocial and moral development, are studied in order to better understand the participants' stage of development. Several Learning Theories are also mentioned that reflect teaching/learning models used. It also addresses Young people and the social masks that they create and use as a defense or revolt, finally explaining Wundt's method of introspection and self-knowledge, as a tool for reflection and self-understanding. From the results obtained, it was possible to conclude the academic success of the participating students, through the objectives and goals achieved, having all acquired a positive evaluation in the work unit. The results reveal that the students reflected and developed the project based on this reflection in an autonomous way, being able to identify and recognize different materials and their properties, analyzing ways of forming an artistic object and understanding the creative process as a space for crossing various physical and conceptual conditions (Gonçalves & Alírio, 2005).
Descrição
Relatório da prática de ensino supervisionada, Mestrado em Ensino das Artes Visuais, Universidade de Lisboa, Instituto de Educação, 2020
Palavras-chave
Oficinas de arte Conhecimento de si mesmo Desenvolvimento social Interdisciplinaridade Relatórios de Prática de Ensino Supervisionada - 2020