Artes visuais e criatividade : aspectos conceptuais e metodológicos que visam práticas educativas mais abrangentes e integradoras
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2014
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Este estudo de carácter exploratório, baseado numa metodologia qualitativa, procurou demonstrar o potencial das Artes Visuais no desenvolvimento das capacidades criativas do aluno e fundamentar a sua im portância no sistema educativo, através de uma proposta de actuação, que promove mudanças nas actuais concepções, práticas e modelos da educação artística. Sendo a criatividade tema principal e o objecto desta pesquisa, adoptou-se um a metodologia de investigação-acção, numa perspectiva activa e reflexiva que, através da compreensão do fenómeno na prática, reflectiu sobre questões envolvidas no fomento da criatividade e forneceu dimensões que servem como estruturas de referência e orientação na promoção de um ambiente propício ao seu desenvolvimento. Para tal, foi criado e implementado o Projecto pedagógico Sinestesias ‘mixed senses’, numa turma de Artes Visuais do 12º ano, na disciplina de Oficina Multim édia B, com um a abordagem multidisciplinar orientada para o processo criativo, com enfoque no desenvolvimento da percepção, investigação, reflexão e avaliação form ativa. Procura-se demonstrar as vantagens da utilização de estratégias pedagógicas adequadas ao desenvolvimento do potencial criativo do aluno e consentâneas com as realidades socioculturais contemporâneas. Tendo como linha de orientação a prática reflexiva, apoiada numa revisão da literatura nos domínios da criatividade e Artes Visuais, os resultados do estudo evidenciaram que: 1) A criatividade pode assumir m uitas formas, ser expressa a diferentes níveis e incentivada; 2) São múltiplos os factores que exercem influência na sua expressão destacando-se, características positivas e favoráveis do contexto am biental, características pessoais, motivação, experiência e conhecim ento num domínio específico; 3) Uma abordagem didáctica integradora de conteúdos disciplinares, voltada para o processo de resolução/redefinição de problem as e mediada por estratégias e recursos heurísticos, pode funcionar como um incentivo a com portamentos e desempenhos criativos; 4) Neste contexto, a avaliação formativa e a auto-avaliação ocupam um espaço estratégico decisivo, tanto no estímulo, como no desenvolvim ento da criatividade.
This exploratory study, based on a qualitative methodology aims to demonstrate the Visual Arts potential in the development of students´ creative skills and substantiate its significance in the educational system, through a proposal which promotes changes in traditional conceptions, practices and models of arts education. As creativity in education is the main issue of this study, an action research methodology was used with an active/reflective perspective, trying to understand the phenomenon in practice, and providing the dimensions that served as a reference fram ework and guidance in fostering an environment conducive to creativity. The study involved a twelve grade secondary Visual Art class— Oficina Multimédia B, where it was implemented the pedagogical Project — Sinestesias "Mixed Senses"—, based on a multidisciplinary approach, oriented to the creative process, with great focus on the development of perception, research, reflection, and formative assessment. The research objective was to demonstrate the advantages of using adequate and specific pedagogical strategies and techniques, in line with contemporary socio-cultural realities. Taking as a guideline the reflexive pedagogical practice and based on a literature review in the fields of creativity and Visual Arts education, the results of this study showed that: 1) Creativity can take m any forms, can be found at different levels and fostered; 2)There are several factors influencing creativity, such as: positive and favourable characteristics of the context; personal characteristics of the individual; motivation in a specific domain knowledge and experience; 3) A didactic approach integrating the syllabus focused on creative problem solving, mediated by strategies and heuristic resources can function as incentive for a creative academic behaviour and performance; 4) In this learning context, students’ self-assessm ent with integrated feedback from formative evaluation play a decisive strategic role that can make improvements in both motivation as in creativity development.
This exploratory study, based on a qualitative methodology aims to demonstrate the Visual Arts potential in the development of students´ creative skills and substantiate its significance in the educational system, through a proposal which promotes changes in traditional conceptions, practices and models of arts education. As creativity in education is the main issue of this study, an action research methodology was used with an active/reflective perspective, trying to understand the phenomenon in practice, and providing the dimensions that served as a reference fram ework and guidance in fostering an environment conducive to creativity. The study involved a twelve grade secondary Visual Art class— Oficina Multimédia B, where it was implemented the pedagogical Project — Sinestesias "Mixed Senses"—, based on a multidisciplinary approach, oriented to the creative process, with great focus on the development of perception, research, reflection, and formative assessment. The research objective was to demonstrate the advantages of using adequate and specific pedagogical strategies and techniques, in line with contemporary socio-cultural realities. Taking as a guideline the reflexive pedagogical practice and based on a literature review in the fields of creativity and Visual Arts education, the results of this study showed that: 1) Creativity can take m any forms, can be found at different levels and fostered; 2)There are several factors influencing creativity, such as: positive and favourable characteristics of the context; personal characteristics of the individual; motivation in a specific domain knowledge and experience; 3) A didactic approach integrating the syllabus focused on creative problem solving, mediated by strategies and heuristic resources can function as incentive for a creative academic behaviour and performance; 4) In this learning context, students’ self-assessm ent with integrated feedback from formative evaluation play a decisive strategic role that can make improvements in both motivation as in creativity development.
Descrição
Orientação : Maria Constança Pignateli Vasconcelos
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, VISUAL ARTS TEACHING, CRIATIVIDADE, CREATIVITY, PEDAGOGIA, PEDAGOGY, AVALIAÇÃO, ASSESSMENT, MULTIMÉDIA, MULTIMEDIA, ILUSTRAÇÃO, ILLUSTRATION