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Abstract(s)
O presente estudo pretende inferir sobre a dimensão do ensino artístico numa
escola católica e o seu impacto na educação para os valores, na educação integral
do aluno, nas competências do saber, do saber fazer e sobretudo na competência
do saber ser. Pretende ainda compreender qual o enquadramento da educação
artística no contexto de uma escola católica que se integra no projeto escola
cultural desde 1988.
Para tal, foi realizado um estudo de caso, recorrendo-se à análise documental, a
entrevistas à diretora geral, professores do ensino artístico e encarregados de
educação, bem como à aplicação de um questionário a alunos. Procuramos
compreender por este meio, em que medida o ensino artístico e a pedagogia de
proximidade desempenham um importante papel no desenvolvimento de
competências transversais e consequentemente na construção da Pessoa.
Os dados recolhidos e analisados possibilitam-nos concluir que o ensino artístico
compreende em boa medida a articulação de intenções e ações educativas com o
Projeto Educativo do Colégio e uma notável mobilização e implicação da
comunidade escolar nas diversas iniciativas. Em síntese, podemos constatar: o gosto
pelo saber e uma certa facilidade de ver para além do curricular; que as práticas
artísticas têm contribuído para “formar” emoções, sentimentos e ideias, trazendo-as
também para o plano racional, facto comprovado pelos bons resultados alcançados.
Identificámos também alguns constrangimentos e preocupações que se prendem
com o pouco tempo para as práticas artísticas e a ideia de desvalorização, em parte
resultante de uma certa desculturação e marginalização do ensino artístico.
Reconhecemos também alguns pontos onde é possível melhorar: uma prática
pedagógica mais próxima dos interesses dos alunos, capaz de promover mais
autonomia, mais iniciativa e uma outra atenção às dificuldades emergentes do aluno.
Do trajeto realizado, das observações e contemplações feitas, surgem agora novos
impulsos que entendemos pertinentes para uma renovação da Educação Artística
numa Escola Católica, seja do ponto de vista teórico ou da perspetiva das práticas
artísticas escolares.
This study aims to comprehend the dimension of the artistic education in a Catholic school and its impact on the education for the values, on the full education of the student, on the skills of their knowledge, of their know-how and, above all, on the responsibility of knowing how to be. It also aims to understand what the framework of arts education within the context of a Catholic school is, being this one integrated, since 1988, in a cultural school project. For such, we carrid out a study case, by using documental work and interviews to the general director, to the artistic school teachers and to parents, as well as the application of a questionnaire to students. We thus tried to understand to what extent the artistic teaching and the proximity pedagogics do develop an important role in the development of soft skills and, consequently, in the constructing of the Person. The collected and analysed data allowed us to conclude that the artistic education comprehends, to a very large extent, the articulation of intentions and learning actions with the School’s Educational Project, as well as a remarkable mobilisation and implication of the school community within the different activities. In sum, we can observe: a taste for knowledge and a certain easiness of being able to watch beyond the curricular; artistic practices have contributed to “shape” emotions, feelings and ideas, bringing these into the rational plan, a fact that is clearly proven by the attainment of good results. We have also identified some drawbacks and concerns which relate to the little time available for the artistic practices and the disparaging idea, due, in part, to a certain unculturation and marginalisation of the artistic teaching. We have also recognised some issues conceivable of improvement: a teaching practice that meets students’s interests, capable of promoting more autonomy, more initiative and a new perspective to the student’s emergent difficulties. Having coursed through this path, and after all the observations and contemplations, new impluses now emerge which we understand as pertinent for a renewal of the Artistic Education in a Catholic School, whether from a theoretical point of view or from the artistic school practices’ perspective.
This study aims to comprehend the dimension of the artistic education in a Catholic school and its impact on the education for the values, on the full education of the student, on the skills of their knowledge, of their know-how and, above all, on the responsibility of knowing how to be. It also aims to understand what the framework of arts education within the context of a Catholic school is, being this one integrated, since 1988, in a cultural school project. For such, we carrid out a study case, by using documental work and interviews to the general director, to the artistic school teachers and to parents, as well as the application of a questionnaire to students. We thus tried to understand to what extent the artistic teaching and the proximity pedagogics do develop an important role in the development of soft skills and, consequently, in the constructing of the Person. The collected and analysed data allowed us to conclude that the artistic education comprehends, to a very large extent, the articulation of intentions and learning actions with the School’s Educational Project, as well as a remarkable mobilisation and implication of the school community within the different activities. In sum, we can observe: a taste for knowledge and a certain easiness of being able to watch beyond the curricular; artistic practices have contributed to “shape” emotions, feelings and ideas, bringing these into the rational plan, a fact that is clearly proven by the attainment of good results. We have also identified some drawbacks and concerns which relate to the little time available for the artistic practices and the disparaging idea, due, in part, to a certain unculturation and marginalisation of the artistic teaching. We have also recognised some issues conceivable of improvement: a teaching practice that meets students’s interests, capable of promoting more autonomy, more initiative and a new perspective to the student’s emergent difficulties. Having coursed through this path, and after all the observations and contemplations, new impluses now emerge which we understand as pertinent for a renewal of the Artistic Education in a Catholic School, whether from a theoretical point of view or from the artistic school practices’ perspective.
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Keywords
Escola católica Escola cultural Educação artística Educação integral Catholic school Cultural school Arts education Full education