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Advisor(s)
Abstract(s)
O presente relatório vem descrever a experiência de campo implementada à disciplina de Educação Visual aquando da prática pedagógica supervisionada do Mestrado em Ensino de Artes Visuais no 3.º Ciclo do Ensino Básico e no Ensino Secundário. Este estudo aborda, como intenção de fundo, algumas das questões que se levantam quanto ao contributo que a Educação e a Arte, e em particular o ensino das Artes Visuais, oferecem ao processo de formação do indivíduo, de modo a respeitar as peculiaridades e as diferenças derivativas dos sujeitos em contexto de aprendizagem.
Com o intuito de se verificar os possíveis efeitos catalisadores de uma determinada realidade educacional, que procura incrementar a autoexpressão e a afirmação da singularidade do aluno, construiu-se um modelo de intervenção pedagógica que, posteriormente, foi aplicado e validado com uma turma de 9.º ano de escolaridade da Escola da Didáxis de Riba de Ave.
No final, constata-se que é possível através de um modelo educacional que promove a liberdade e a abertura ao desenvolvimento da aprendizagem, a partir do que é intrínseco ao aluno, reforçar a sua capacidade de expressão própria. Perante estas conclusões, tecem-se algumas considerações sobre os obstáculos bem como as possibilidades de se instaurar novos rumos na busca pela promoção idealizada da criação de sujeitos ímpares e autênticos.
This report describes the field experiment implemented in the subject of Visual Education at supervised teaching practice of Master’s degree in Visual Arts Education in Middle and Secondary School. This study approaches, as background intent, some of the issues that arise as the contribution to Education and Art, in particular the teaching of Visual Arts, providing to the individual formation process, in order to respect the peculiarities and derivative differences of subjects in the learning context. In order to check the possible catalyst effect of a given educational reality, which seeks to increase the self expression and affirmation of the uniqueness of the student, it was built a pedagogical intervention model that, subsequently, was applied and used with a 9th grade class at Escola da Didáxis de Riba de Ave. In the end, it is noted that it is possible through an educational model that promotes freedom and openness to enhance learning, from what is intrinsic to the student, to enhance their ability to self-expression. Given these conclusions, some considerations were made about the obstacles and the opportunities to establish new directions in searching in the pursuit of idealized promoting the creation of unique and authentic subjects.
This report describes the field experiment implemented in the subject of Visual Education at supervised teaching practice of Master’s degree in Visual Arts Education in Middle and Secondary School. This study approaches, as background intent, some of the issues that arise as the contribution to Education and Art, in particular the teaching of Visual Arts, providing to the individual formation process, in order to respect the peculiarities and derivative differences of subjects in the learning context. In order to check the possible catalyst effect of a given educational reality, which seeks to increase the self expression and affirmation of the uniqueness of the student, it was built a pedagogical intervention model that, subsequently, was applied and used with a 9th grade class at Escola da Didáxis de Riba de Ave. In the end, it is noted that it is possible through an educational model that promotes freedom and openness to enhance learning, from what is intrinsic to the student, to enhance their ability to self-expression. Given these conclusions, some considerations were made about the obstacles and the opportunities to establish new directions in searching in the pursuit of idealized promoting the creation of unique and authentic subjects.
Description
Keywords
Artes Visuais Individualidade Autoexpressão Identidade Visual Arts Individuality Self expression Identity