Criar banda desenhada é uma forma de facilitar e ampliar a aprendizagem de outras unidades curriculares para além da de desenho A?
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2024
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Um dos maiores desafios para um professor é encontrar formas de ensinar que provêm de métodos aliciantes que, acima de tudo, motivem os alunos a querer assimilar o conteúdo lecionado durante o percurso escolar. Na perceção de muitos jovens, a escola é um lugar que são obrigados a frequentar, o que por si só é já um pensamento negativo e desmotivador. Os alunos por vezes têm dificuldades e ritmos diferentes de aprendizagem e isso pode resultar em consequências negativas que acabam por contribuir para o insucesso escolar. Este trabalho resulta da prática supervisionada ocorrida na Escola Secundária Rainha D. Leonor no ano letivo de 2021/2022, no âmbito do Mestrado o Ensino de Artes Visuais no 3º Ciclo do Ensino Básico e no Ensino Secundário na disciplina de Desenho A, com uma turma do 10º ano do ensino secundário. A questão de partida para a realização desta dissertação parte da hipótese de, ao lecionar a disciplina de Desenho A, juntamente com outras unidades curriculares, neste caso concreto, a disciplina de Português, possa ajudar a facilitar as aprendizagens dessas disciplinas. Ao mesmo tempo, este método interdisciplinar pode ampliar o processo de aprendizagem dessas duas disciplinas, promovendo nos alunos o desenvolvimento das suas habilidades criativas e seu sentido crítico e aumentando o campo de referências culturais absorvidas – o que pode proporcionar uma experiência de aprendizagem potencialmente mais rica e cativante para os alunos. A validação destas hipóteses foi realizada através do método experimental de criação parcial de uma Banda Desenhada com os alunos. De um modo geral, as Bandas Desenhadas trazem informações e estéticas de diferentes períodos, culturas e subculturas ao redor do mundo, mas também podem transmitir críticas políticas e sociais, sempre com uma nota de humor. Propus aos alunos que adaptassem em formato de Banda Desenhada uma obra da literatura portuguesa estudada por eles na disciplina de Literatura Portuguesa (10º ano). Os resultados revelaram-se positivos, os alunos em questão mostraram interesse pelo conteúdo que lhes foi proposto trabalhar e, sendo eles próprios estudantes de artes, reinterpretaram o conteúdo programático da disciplina de Português de forma criativa e independente. A nível teórico, esta experiência (e, em geral, esta dissertação) mostra que a introdução da estética crítica e não convencional associada à Banda Desenhada, como uma ferramenta de auto-expressão e empoderamento, pode amplificar a experiência de aprendizagem e envolver os alunos como co-criadores ativos da matéria ensinada. Palavras-Chave: Professor, Ensino das Artes Visuais, Interdisciplinaridade, Banda Desenhada, Ensino Adaptado
One of the biggest challenges a teacher can have when it comes to teaching, is to provide ways and methods that can motivate the students into having the will to learn during their scholar years. For a lot of students, school is just a place that they are forced to go, which doesn't help them at all when it comes to learning and staying motivated. Some students themselves are not eager to learn, some have troubles in learning, and some just have different kinds of learning rhythms, which can have negative consequences for the students in question, and which can contribute to school failure. The work synthesized in this dissertation results from the supervised teaching practice carried out at Escola Secundária Rainha D. Leonor in the year 2021/2022, in the scope of the Master’s in Visual Arts Teaching in the discipline of Drawing with an 10th grade high school class. The startup question of this dissertation provides the hypothesis of lecturing the discipline of Drawing, in conjunction with the content studied by another discipline present in the student's curriculum, is this specific case, Portuguese. This interdisciplinary method can create the possibility of facilitating the learning process of those exact disciplines. At the same time, the students are developing their creeative skills and their critical and cultural sense, which can provide a potential richer and engaging experience for the students. The validation of these hypotheses was processed by the experimental method of creeating with the students a Comic. Generally speaking, Comic Books cluster information and aesthetics from different periods, cultures and sub-cultures around the world, but can also transmit political and social criticism, always with a note of humour. I proposed to the students to adapt into a comic format a masterpiece of Portuguese literature studied by them in the discipline of Portuguese literature (10th grade). The results turned to be positive, the students in question revealed interest for the content that they were proposed to draw, and being art students themselves, they reinterpreted the programmatic content of the discipline of Portuguese in a creative and independent way. On a theoretical level, this experiment (and overall this thesis) show that introducing the critical and unconventional aesthetics asssociated with comics, as a tool for self-expression and empowerment, can amplify the learning experience and engage students as active co-creators of the curricular. Key-words: Teacher, Visual Arts Teaching, Inter-discipline, Comic Books, Adapted Learning
One of the biggest challenges a teacher can have when it comes to teaching, is to provide ways and methods that can motivate the students into having the will to learn during their scholar years. For a lot of students, school is just a place that they are forced to go, which doesn't help them at all when it comes to learning and staying motivated. Some students themselves are not eager to learn, some have troubles in learning, and some just have different kinds of learning rhythms, which can have negative consequences for the students in question, and which can contribute to school failure. The work synthesized in this dissertation results from the supervised teaching practice carried out at Escola Secundária Rainha D. Leonor in the year 2021/2022, in the scope of the Master’s in Visual Arts Teaching in the discipline of Drawing with an 10th grade high school class. The startup question of this dissertation provides the hypothesis of lecturing the discipline of Drawing, in conjunction with the content studied by another discipline present in the student's curriculum, is this specific case, Portuguese. This interdisciplinary method can create the possibility of facilitating the learning process of those exact disciplines. At the same time, the students are developing their creeative skills and their critical and cultural sense, which can provide a potential richer and engaging experience for the students. The validation of these hypotheses was processed by the experimental method of creeating with the students a Comic. Generally speaking, Comic Books cluster information and aesthetics from different periods, cultures and sub-cultures around the world, but can also transmit political and social criticism, always with a note of humour. I proposed to the students to adapt into a comic format a masterpiece of Portuguese literature studied by them in the discipline of Portuguese literature (10th grade). The results turned to be positive, the students in question revealed interest for the content that they were proposed to draw, and being art students themselves, they reinterpreted the programmatic content of the discipline of Portuguese in a creative and independent way. On a theoretical level, this experiment (and overall this thesis) show that introducing the critical and unconventional aesthetics asssociated with comics, as a tool for self-expression and empowerment, can amplify the learning experience and engage students as active co-creators of the curricular. Key-words: Teacher, Visual Arts Teaching, Inter-discipline, Comic Books, Adapted Learning
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VISUAL ARTS TEACHING, VISUAL EDUCATION, INTERNSHIP REPORTS, INTERDISCIPLINARITY, COMICS, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, EDUCAÇÃO VISUAL, RELATÓRIOS DE ESTÁGIO, INTERDISCIPLINARIDADE, BANDA DESENHADA, Mestrado em Ensino das Artes Visuais no 3.º Ciclo do Ens. Básico e Secundário