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Orientador(es)
Resumo(s)
O presente relatório diz respeito a uma investigação sobre a importância que as artes visuais representam no ensino, particularmente no âmbito da motivação e autonomia do aluno. Este tema
surge do diagnóstico de uma turma, na qual foram detetados alunos que demonstravam apatia
relativamente à disciplina de educação visual, o que sugere um possível défice de motivação e
autonomia.
Foram, assim, implementadas práticas educativas, tal como indicadas em estudos científicos,
que se julgam potenciar a autoestima, o autoconceito e a autonomia do aluno. No início e no final da
intervenção foram aplicados dois questionários para avaliar da eficácia da ação, a um grupo de
intervenção (turma 8.4) e um grupo de controlo (turma 8.8.) O espaço de tempo entre os dois
questionários foi de noventa dias com treze dias de pausa letiva. A carga horária da disciplina
consistiu em cem minutos de aula, concentrados uma vez por semana. Contudo o curto período de
tempo da intervenção bem como o grande distanciamento entre aulas talvez tenha contribuído para que
não se tenham registado alterações significativas nos índices de autoestima e autoconceito. Fica aberto
o caminho para uma ação mais alargada no tempo e, porventura, a inclusão de mais disciplinas, para
podermos aferir da validade destas práticas pedagógicas.
This study refers to the importance of arts at school, particularly in the field of motivation and learner autonomy. This issue arises from the diagnosis of a class in which students are that showed apathy regarding the discipline of visual education, which suggests a possible deficit of motivation and autonomy. As shown in scientific studies, educational practices which are associated with increased selfesteem, self-concept and student autonomy, were implemented. At the beginning and end of the intervention were applied two questionnaires to assess the effectiveness of the intervention. The time between the two questionnaires was ninety days with a break of thirteen days. This course consisted of one hundred minutes of class, once a week. The short time of the intervention and the large gap between classes may have contributed to no positive results have emerged in the self-esteem and selfconcept scores. The way is open for wider actions in time and perhaps to the inclusion of more subjects in order to verify the validity of such pedagogical practices.
This study refers to the importance of arts at school, particularly in the field of motivation and learner autonomy. This issue arises from the diagnosis of a class in which students are that showed apathy regarding the discipline of visual education, which suggests a possible deficit of motivation and autonomy. As shown in scientific studies, educational practices which are associated with increased selfesteem, self-concept and student autonomy, were implemented. At the beginning and end of the intervention were applied two questionnaires to assess the effectiveness of the intervention. The time between the two questionnaires was ninety days with a break of thirteen days. This course consisted of one hundred minutes of class, once a week. The short time of the intervention and the large gap between classes may have contributed to no positive results have emerged in the self-esteem and selfconcept scores. The way is open for wider actions in time and perhaps to the inclusion of more subjects in order to verify the validity of such pedagogical practices.
Descrição
Palavras-chave
Arte Educação Motivação Autonomia Criatividade Art Education Motivation Autonomy Creativity