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Abstract(s)
O presente relatório foi elaborado no final de estágio realizado na escola
Cooperativa de Ensino Didaxis Vale de São Cosme, no contexto do 2º ano do Mestrado
em Ensino das Artes Visuais no terceiro ciclo do Ensino Básico e Secundário, ministrado
pela Universidade Católica Portuguesa de Braga – Faculdade de Filosofia e Ciências
Sociais, nos anos letivos compreendidos entre 2014/2017. Vem descrever a experiência
de campo implementada à disciplina de Educação Visual aquando da prática pedagógica
supervisionada do mestrado mencionado. Este estudo aborda 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 individuais dos alunos integrantes da amostra em contexto
de aprendizagem.
Com o intuito de se investigar e aferir 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 8.º ano de escolaridade
da escola Cooperativa de Ensino Didáxis de Vale de São Cosme.
No final, atesta-se que é possível através de um modelo educacional que promove
o modo idiossincrásico 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 as possibilidades de orientações e
direções para a identificação dos elementos técnicos e formais da linguagem, sinais,
símbolos e processos específicos no âmbito da educação, estética e teoria da arte, de
forma a que os alunos consigam captar corretamente esses elementos e adquirir um
desenvolvimento espontâneo crítico e criativo e, assim, se instaurar novos rumos na busca
pela promoção idealizada da criação de sujeitos ímpares e autênticos.
This report was prepared at the end of the training course held at the Cooperativa de Ensino Didaxis Vale de São Cosme, in the context of the 2nd year of the Master's Degree in Visual Arts Teaching in the third cycle of Basic and Secondary Education, taught by the Universidade Católica Portuguesa de Braga - Facultdade of Philosophy and Social Sciences, in the academic years between 2014/2017. It describes the experience of field implemented to the discipline of Visual Education in the pedagogical practice supervised of the masters mentioned. This study addresses some of the questions that arise regarding the contribution that Education and Art, and in particular the teaching of the Visual Arts, offer to the process of formation of the individual, so as to respect the peculiarities and the individual differences of the students constituent of the sample in a learning context. In order to investigate and assess the possible catalytic effects of a given educational reality, which seeks to increase self-expression and affirmation of the student's singularity, a pedagogical intervention model was constructed and later applied and validated with a class of 8th year of schooling of the Cooperative School of Teaching Didáxis of Vale de São Cosme. In the end, it is confirmed that it is possible through an educational model that promotes the idiosyncratic way and the opening to the development of learning, from what is intrinsic to the student, to reinforce its capacity for self expression. Considering these conclusions, some considerations are made about the possibilities of orientations and directions for the identification of the technical and formal elements of language, signs, symbols and specific processes in the field of education, aesthetics and art theory, so that students can correctly grasp these elements and acquire a spontaneous critical and creative development and thus establish new directions in the search for the idealized promotion of the creation of authentic and unique subjects.
This report was prepared at the end of the training course held at the Cooperativa de Ensino Didaxis Vale de São Cosme, in the context of the 2nd year of the Master's Degree in Visual Arts Teaching in the third cycle of Basic and Secondary Education, taught by the Universidade Católica Portuguesa de Braga - Facultdade of Philosophy and Social Sciences, in the academic years between 2014/2017. It describes the experience of field implemented to the discipline of Visual Education in the pedagogical practice supervised of the masters mentioned. This study addresses some of the questions that arise regarding the contribution that Education and Art, and in particular the teaching of the Visual Arts, offer to the process of formation of the individual, so as to respect the peculiarities and the individual differences of the students constituent of the sample in a learning context. In order to investigate and assess the possible catalytic effects of a given educational reality, which seeks to increase self-expression and affirmation of the student's singularity, a pedagogical intervention model was constructed and later applied and validated with a class of 8th year of schooling of the Cooperative School of Teaching Didáxis of Vale de São Cosme. In the end, it is confirmed that it is possible through an educational model that promotes the idiosyncratic way and the opening to the development of learning, from what is intrinsic to the student, to reinforce its capacity for self expression. Considering these conclusions, some considerations are made about the possibilities of orientations and directions for the identification of the technical and formal elements of language, signs, symbols and specific processes in the field of education, aesthetics and art theory, so that students can correctly grasp these elements and acquire a spontaneous critical and creative development and thus establish new directions in the search for the idealized promotion of the creation of authentic and unique subjects.
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Keywords
Arte Educação Paleta de cor Timbre subjetivo Harmonia cromática Identidade Art Education Color palette Subjective bell Chromatic harmony Identity