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Abstract(s)
O presente trabalho, elaborado no âmbito do Mestrado em Ensino de Artes Visuais no
3º Ciclo do Ensino Básico e no Ensino Secundário, procura aprofundar as potencialidades da
experiência estética na pedagogia em geral e especialmente na dinâmica do ensino e
aprendizagem das artes visuais. Este texto apresenta na primeira parte uma parte teórica de
abordagem conceitual, onde são explorados os principais aspectos da dimensão afetiva e
cognitiva da experiência estética. A segunda parte desenvolve uma proposta didática, de
exposição de estratégias de ensino/aprendizagem, aplicadas no campo de ação da disciplina de
Educação Visual. Este trabalho foi implementado na Escola Secundária D. Maria II, em
Braga, na turma com a qual realizámos o nosso estágio pedagógico.
Tendo como base o conceito de fruição estética nas suas dimensões afetiva e
cognitiva, este estudo faz ainda uma reflexão sobre o papel da arte no contexto do seu ensino,
tendo em conta a diversidade cultural que é o contexto escolar. Pretendemos mostrar o papel
da atitude estética como elemento fundamental e estruturante num projeto de aprendizagem
pela arte.
A descrição da prática pedagógica confirma os benefícios que se obtêm quando se
proporciona um ensino dinâmico e cativante, que valoriza os interesses dos alunos e promove
a aprendizagem através de processos dinâmicos associados à experiência estética. Esta
postura inclui a partilha de experiências entre professor e o aluno, e o processo permite
vivenciar a arte pela ação, imaginação e reflexão mas principalmente pela experiência artística
em sala de aula.
This Master thesis was developed in the scope of the Master in Visual Arts Education for the 3rd cycle of Elementary School and High School, in an attempt to best address the concept of aesthetic experience and its relationship with pedagogy in general and focusing on the teaching dynamics and the learning of the visual arts. This report presents in the first chapter a theoretical component of the conceptual strategy exploring the main aspects of the affective and cognitive dimension of the aesthetic experience. The second chapter of the report focuses on the development of a didactic proposal exposing the teaching/learning strategies applied in the action field under the course of Arts. This work was implemented during the teaching internship at D. ª Maria II High School, at Braga. Drawing upon a literature review regarding the enjoyment of art in its affective and cognitive dimensions, this study also reflects on the role of art in its teaching context, considering the cultural diversity that school context involves. It is intended to show the role of aesthetic attitude as a fundamental and structural element in the project of leaning through art. The description of the pedagogic practice confirms the benefits obtained while providing for a vivid and dynamic teaching, valuing the interests of the students and promoting the learning through dynamic processes related to the aesthetic experience. This methodology includes the share of experience between both the students and the teacher and the process allows to live art though action, imagination, reflection and mostly through the artistic experience in the classroom.
This Master thesis was developed in the scope of the Master in Visual Arts Education for the 3rd cycle of Elementary School and High School, in an attempt to best address the concept of aesthetic experience and its relationship with pedagogy in general and focusing on the teaching dynamics and the learning of the visual arts. This report presents in the first chapter a theoretical component of the conceptual strategy exploring the main aspects of the affective and cognitive dimension of the aesthetic experience. The second chapter of the report focuses on the development of a didactic proposal exposing the teaching/learning strategies applied in the action field under the course of Arts. This work was implemented during the teaching internship at D. ª Maria II High School, at Braga. Drawing upon a literature review regarding the enjoyment of art in its affective and cognitive dimensions, this study also reflects on the role of art in its teaching context, considering the cultural diversity that school context involves. It is intended to show the role of aesthetic attitude as a fundamental and structural element in the project of leaning through art. The description of the pedagogic practice confirms the benefits obtained while providing for a vivid and dynamic teaching, valuing the interests of the students and promoting the learning through dynamic processes related to the aesthetic experience. This methodology includes the share of experience between both the students and the teacher and the process allows to live art though action, imagination, reflection and mostly through the artistic experience in the classroom.
Description
Keywords
Experiência estética Pedagogia Artes visuais Motivação Afetividade Racionalidade Prazer estético Aesthetic experience Pedagogy Visual arts Motivation Affectivity Rationality Aesthetical pleasure