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Enfatizando a dinâmica das artes em contexto escolar, o presente relatório,
realizado no âmbito do Mestrado em Ensino de Artes Visuais no 3.º Ciclo do Ensino
Básico e no Ensino Secundário, procura fundamentar a dinâmica do ensino das artes
visuais em articulação com os contextos de educação não-formal e formal.
Tentamos neste trabalho mostrar a importância das instituições culturais (museus de
arte) e a sua articulação com a escola no caminho a trilhar nas práticas educativas em artes
visuais. A intervenção pedagógica levada a efeito com a turma em que realizamos o
estágio profissional, na Escola Vale São Cosme – Didáxis, reforçou várias ações conjuntas
entre a escola e duas instituições culturais, potenciando o diálogo com e sobre as obras de
arte.
Os diálogos analíticos com as obras de arte encetados pelos alunos ao longo da
intervenção pedagógica, em contexto de sala de aula e também no museu e galeria
visitados, centrados na fruição estética e nas suas dimensões, foram sustentados por teorias
e metodologias que privilegiam a dimensão estética no ensino das artes visuais, assente na
dinâmica de diálogo e contacto com a obra de arte.
Estas dinâmicas, que evidenciam a complementaridade entre as aprendizagens
formais e não-formais, mostraram ser possível desenvolver o conhecimento fundamentado
da obra de arte, enquanto geradora de saberes, com vista à construção de uma literacia
estética e artística.
A prática pedagógica procurou, através do contacto in loco com obras de arte e da
exploração das mesmas em sala de aula, incentivar a dimensão estética da educação
artística e o desenvolvimento da linguagem específica das artes, promovendo a correlação
das competências: ver - observar; refletir - interpretar; experimentar - criar.
Stressing the dynamics of arts in school context, this work, produced within the scope of the “Mestrado em Ensino de Artes Visuais no 3.º Ciclo do Ensino Básico e no Ensino Secundário”, tries to support the dynamic of visual arts in articulation with the contexts of formal and non-formal education. Through this work, we tried to show the importance of the cultural institutions (art museums) and their articulation with school in the way to go with educational practices related to visual arts. The pedagogical intervention carried out with the class in which we did our professional internship, in “Escola Vale São Cosme” – Didáxis, reinforced several joint actions between the school and two cultural institutions, thus potentiating the dialogue with and about the works of art. The analytical dialogues with the works of art developed by the students through the pedagogical intervention, not only in classroom context but also in the museum and gallery that were visited, focussed in the aesthetic fruition and its dimensions, were supported by theoretical principles and methodologies that privilege the aesthetic dimension in the teaching of visual arts, based upon a dialogue and contact with the work of art dynamics. These dynamics, that show the complementarity between formal and non-formal learning, have shown it to be possible to develop a work of art grounded knowledge, as a generator of knowledges, aiming to build na aesthetic and artistic literacy. The teaching practice has tried, through contact in loco with the works of art and their analysis in the classroom, to encourage the aesthetic dimension of the artistic education and the development of a specific language for arts, promoting the correlation of the skills: see – observe; reflect – interprete; experiment – create
Stressing the dynamics of arts in school context, this work, produced within the scope of the “Mestrado em Ensino de Artes Visuais no 3.º Ciclo do Ensino Básico e no Ensino Secundário”, tries to support the dynamic of visual arts in articulation with the contexts of formal and non-formal education. Through this work, we tried to show the importance of the cultural institutions (art museums) and their articulation with school in the way to go with educational practices related to visual arts. The pedagogical intervention carried out with the class in which we did our professional internship, in “Escola Vale São Cosme” – Didáxis, reinforced several joint actions between the school and two cultural institutions, thus potentiating the dialogue with and about the works of art. The analytical dialogues with the works of art developed by the students through the pedagogical intervention, not only in classroom context but also in the museum and gallery that were visited, focussed in the aesthetic fruition and its dimensions, were supported by theoretical principles and methodologies that privilege the aesthetic dimension in the teaching of visual arts, based upon a dialogue and contact with the work of art dynamics. These dynamics, that show the complementarity between formal and non-formal learning, have shown it to be possible to develop a work of art grounded knowledge, as a generator of knowledges, aiming to build na aesthetic and artistic literacy. The teaching practice has tried, through contact in loco with the works of art and their analysis in the classroom, to encourage the aesthetic dimension of the artistic education and the development of a specific language for arts, promoting the correlation of the skills: see – observe; reflect – interprete; experiment – create
Descrição
Palavras-chave
Educação não-formal Educação formal Obra de arte Fruição estética Literacia artística Literacia estética Non-formal education Formal education Work of art Aesthetic fruition Artistic literacy Aesthetic literacy