Ateliê caderneta de cromos : estudo sobre a relação de uma prática artística visual não formal e inclusão
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2013
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Esta investigação teve como objeto de estudo o Ateliê Caderneta de Cromos, do projeto Geração Cool, fruto de uma parceria entre várias instituições do concelho de Almada. Trata--se de um projeto de desenvolvimento social comunitário, multicultural, associado a uma escola.
Através de um estudo de caso, pretendeu analisar-se, criticamente, um modelo não formal de práticas ligadas às artes visuais, vocacionado para jovens em risco e mostrar como as aprendizagens desenvolvidas num ateliê de artes visuais contribuem para o processo de inclusão desses jovens.
Desenvolveu-se um quadro teórico abrangente, no sentido de sustentar as perguntas iniciais, referenciando questões consideradas pertinentes tais como: visões contemporâneas das realidades multiculturais das periferias urbanas; perspetivas pós-modernistas de ensino artístico, defensoras de uma construção cognitiva; ação dos projetos artísticos de desenvolvimento social e ainda, a importância ética e social dos currículos artísticos atuais.
Tendo como referência a hipótese de antagonismo e/ou complementaridade entre o ato pedagógico não formal e o institucional, o estudo procurou estabelecer uma relação entre essa prática e a inclusão, ao identificar e desmontar um roteiro estratégico de aprendizagens. O ato pedagógico no Ateliê mostrou potenciar uma aprendizagem construtiva nas respostas produzidas, sendo também significativa pelo caráter experiencial vivido e cognitiva no sentido em que determina a construção de um significado, assumido como a própria assunção identitária.
This investigation had as a study object the Caderneta de Cromos Atelier, of the Geração Coo’ project, product of a partnership between several institutions of the Almada county. It is a communitarian and multicultural social development project, associated with a school. Through a case study, it was sought to critically analyze a non-formal model of practices connected to visual arts, devoted to young people at risk, and show how apprenticeships developed in a visual arts atelier contributed to the inclusion process of these young people. An in-depth theoretical framework was developed in an effort to support the initial questions, referencing questions deemed relevant, such as contemporary visions of the multicultural realities of urban peripheries; post-modern perspectives of art education, advocates of a cognitive construction; the artistic social development projects’ activities and also the ethical and social significance of current art curricula. Having as the reference the hypothesis of antagonism and/or complementarity, between the non-formal pedagogical act and the institutional one, the study sought to establish a relationship between that practice and inclusion, by identifying and disassembling a learning strategic guide. The pedagogical practice in the Atelier showed that it could potentiate a constructive education in the responses produced, also being significant by the experiential nature lived and cognitive in that it determines the construction of significance, assumed as the identity assumption itself.
This investigation had as a study object the Caderneta de Cromos Atelier, of the Geração Coo’ project, product of a partnership between several institutions of the Almada county. It is a communitarian and multicultural social development project, associated with a school. Through a case study, it was sought to critically analyze a non-formal model of practices connected to visual arts, devoted to young people at risk, and show how apprenticeships developed in a visual arts atelier contributed to the inclusion process of these young people. An in-depth theoretical framework was developed in an effort to support the initial questions, referencing questions deemed relevant, such as contemporary visions of the multicultural realities of urban peripheries; post-modern perspectives of art education, advocates of a cognitive construction; the artistic social development projects’ activities and also the ethical and social significance of current art curricula. Having as the reference the hypothesis of antagonism and/or complementarity, between the non-formal pedagogical act and the institutional one, the study sought to establish a relationship between that practice and inclusion, by identifying and disassembling a learning strategic guide. The pedagogical practice in the Atelier showed that it could potentiate a constructive education in the responses produced, also being significant by the experiential nature lived and cognitive in that it determines the construction of significance, assumed as the identity assumption itself.
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Orientação : Maria Constança Pignateli de Sousa e Vasconcelos
Palavras-chave
ENSINO DE ARTES VISUAIS, VISUAL ARTS TEACHING, JOVENS EM RISCO, YOUNG PEOPLE AT RISK, MOTIVAÇÃO, MOTIVATION, DESENVOLVIMENTO SOCIAL, SOCIAL DEVELOPMENT, MULTICULTURALISMO, MULTICULTURALISM, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO