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A roupa não serve para nada : o vestuário como matéria de aprendizagem do desenho de ilustração
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Consubstanciamos um trabalho de cariz investigativo, que teve por base uma
intervenção letiva no 11.º ano do Curso Científico-Humanístico de Artes Visuais da
Escola Secundária de Vergílio Ferreira. Perante uma turma bastante heterogénea
relativamente à motivação, capacidade de trabalho e competências no domínio
artístico, com alunos pouco participativos e com pouca capacidade de iniciativa e
autonomia, e que revela dificuldade na integração de colegas com necessidades
educativas específicas, procedemos à planificação e implementação de uma unidade
didática, na disciplina de Desenho A, que incidiu sobre a ilustração, propondo-se
refletir sobre o vestuário e as suas dimensões (utilitária, sociológica, política e
estética, entre outras) através do desenho, com a colaboração da editora Triciclo, com
vista à publicação dos resultados.
A unidade didática caracterizou-se por uma série de exercícios exploratórios,
atividades de ilustração e workshops dinamizados pela editora através dos quais se
estudou a roupa, e incluiu estratégias como a discussão, o trabalho de projeto e a
aprendizagem cooperativa, podendo ser enquadrada no paradigma da educação
inclusiva e na teoria da assimilação da aprendizagem e da retenção significativa, bem
como, no que toca às especificidades da educação artística, na abordagem triangular
e numa aprendizagem pela cultura visual.
No âmbito de uma prática reflexiva, em que nos revemos enquanto
professores investigadores, os dados recolhidos através de registos de observação e
questionários, e as próprias classificações dos alunos, que resultaram de uma
avaliação por critérios, permitiram-nos concluir que a implementação de políticas
inclusivas fomentou uma maior interação entre os alunos e um ambiente de
aprendizagem em que todos tiveram oportunidades de envolvimento, e que o
desenho, quando entendido como forma de conhecimento e interrogação, pode levar
a uma observação mais profunda e a uma capacidade de emitir juízos críticos sobre a
realidade, ajudando os alunos a ver, no sentido de compreender, melhor o mundo.
We embarked on an investigative work based on a teaching practice within a High School Arts class (Year 12) at Escola Secundária de Vergílio Ferreira. Faced with a heterogeneous group in terms of motivation, work capacity and artistic skills, with some students manifesting low autonomy and initiative while executing activities, as well as low participation in class, and a proven difficulty in integrating colleagues with special needs, we proceeded to plan and implement an educational project within the Drawing class, on the subject of illustration, which proposed to think about clothing and its scope (utilitarian, sociological, political and aesthetic dimensions, among others) through drawing, while partnering with the publishing house Triciclo, looking to print the results. The unit consisted of a series of exploratory exercises, illustration activities and workshops promoted by the publisher, through which clothing was studied, and included strategies such as discussion, project based work and cooperative learning, thus being framed within the paradigm of inclusive education and the meaningful learning theory, as well as the triangular approach, regarding artistic education, and learning through visual culture. Within the scope of a reflective practice, in which we see ourselves as investigative teachers, all the data collected through observation and inquiry, as well as the students’ results, which stemmed from criterion-referenced assessment, allowed us to conclude that the implementation of inclusive policies increased student interaction and promoted a learning environment in which everyone had opportunities for involvement, and that drawing, when understood as a form of questioning and accessing knowledge, can lead to a deeper look and to reflect critically about the world around us, therefore helping students to see the world better.
We embarked on an investigative work based on a teaching practice within a High School Arts class (Year 12) at Escola Secundária de Vergílio Ferreira. Faced with a heterogeneous group in terms of motivation, work capacity and artistic skills, with some students manifesting low autonomy and initiative while executing activities, as well as low participation in class, and a proven difficulty in integrating colleagues with special needs, we proceeded to plan and implement an educational project within the Drawing class, on the subject of illustration, which proposed to think about clothing and its scope (utilitarian, sociological, political and aesthetic dimensions, among others) through drawing, while partnering with the publishing house Triciclo, looking to print the results. The unit consisted of a series of exploratory exercises, illustration activities and workshops promoted by the publisher, through which clothing was studied, and included strategies such as discussion, project based work and cooperative learning, thus being framed within the paradigm of inclusive education and the meaningful learning theory, as well as the triangular approach, regarding artistic education, and learning through visual culture. Within the scope of a reflective practice, in which we see ourselves as investigative teachers, all the data collected through observation and inquiry, as well as the students’ results, which stemmed from criterion-referenced assessment, allowed us to conclude that the implementation of inclusive policies increased student interaction and promoted a learning environment in which everyone had opportunities for involvement, and that drawing, when understood as a form of questioning and accessing knowledge, can lead to a deeper look and to reflect critically about the world around us, therefore helping students to see the world better.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Artes visuais Desenho Educação inclusiva Ilustração de moda Relatórios da prática de ensino supervisionada - 2022