'Resiliência dum olhar com memória (s)' de portas abertas para o contributo da educação artística na preservação e valorização dum património cultural que nos define
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2022
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A educação artística é um agente de transmissão de cultura e um gerador de
mudanças. Ao nos acercarmos das coisas através da arte, expandimos o nosso campo
percetivo. A arte integra a vida e esta conexão integra o currículo das artes. Tudo o que
chegou até nós de relevância estética, artística, científica e histórica, engloba o nosso
património. Somos herdeiros das artes, da cultura e do património e devemos criar a partir
deles. Através das artes, ou seja, da dança, da música, do teatro, do cinema, da fotografia,
da pintura, da escultura, da arquitetura, do desenho, do design, podemos obter diferentes
linguagens para comunicarmos, sem nos fixarmos apenas na linguagem lógico-verbal,
facilitando a inclusão de cada ser humano no mundo. Estudar artes aprimora a sensibilidade
estética dos alunos, mobilizando-os à criação de mundos alternativos. É tida como um
instrumento pedagógico, com um papel preponderante na sociedade. A arquitetura é a arte
de projetar edifícios numa determinada época, com determinado estilo arquitetónico,
transmitindo-nos informação sobre os nossos antepassados. Alguns são preservados e
considerados património cultural imóvel, construindo a história da humanidade.
A presente dissertação refere-se à pesquisa desenvolvida no Agrupamento de
Escolas Marcelino Mesquita do Cartaxo, em duas turmas de 10º e 11º ano de “Desenho A” e
aborda a interligação da educação artística com a educação patrimonial, integrada no Projeto
Cultural de Escola “De Portas Abertas”, no âmbito do Plano Nacional das Artes, em que as
portas têm um valor simbólico, focado na sua preservação. Foram usadas metodologias
criativas que conduziram os alunos à apreciação estética e à conceção de projetos criativos,
assim como estudadas questões identitárias, que envolvem as memórias, as tradições, a
criatividade dos povos, a riqueza das culturas, sensibilizando os alunos para um “novo olhar”
perante a preservação e valorização do património arquitetónico local, fruto de uma herança
cultural. Acreditamos ter conseguido através desta pesquisa, estimular a afetividade, a
sensibilidade dos alunos para o património cultural local.
Art education is a culture transmission agent and a change generator. When we approach things through art, we expand our perceptual field. Arts integrates life and this connection integrates the arts curriculum. Everything that has come to us in aesthetic, artistic, scientific, and historical relevance includes our heritage. We are heirs of the arts, culture and heritage and we must create from them. Through the arts, like, dance, music, theater, cinema, photography, painting, sculpture, architecture, drawing, design, we can have different languages to communicate, without fix only on language logical verbal, facilitating the inclusion of every human being in the world. Studying the arts enhances students' aesthetic sensibility, mobilizing them to create alternative worlds. It is seen as a pedagogical instrument, with a leading role in society. Architecture is the art of designing buildings at a certain time, with a certain architectural style, giving us information about our ancestors. Some are preserved and considered immovable cultural heritage, building the history of humanity. The present dissertation refers to the research carried out at the Marcelino Mesquita do Cartaxo School Group, in two classes of 10th and 11th grade of “Drawing A” and addresses the interconnection of artistic education with heritage education, integrated in the Cultural Project of School "Open Doors", within the scope of the National Arts Plan, in that the doors have a symbolic value, focused on their preservation. Creative methodologies were used that led students to aesthetic appreciation and the design of creative projects, as well as identity issues, involving memories, traditions, creativity of peoples, the richness of cultures, sensitizing students to a “new look” in view of the preservation and enhancement of the local architectural heritage, the result of a cultural heritage. We believe that, through this research, we have managed to stimulate the affectivity and sensitivity of students to the local cultural heritage
Art education is a culture transmission agent and a change generator. When we approach things through art, we expand our perceptual field. Arts integrates life and this connection integrates the arts curriculum. Everything that has come to us in aesthetic, artistic, scientific, and historical relevance includes our heritage. We are heirs of the arts, culture and heritage and we must create from them. Through the arts, like, dance, music, theater, cinema, photography, painting, sculpture, architecture, drawing, design, we can have different languages to communicate, without fix only on language logical verbal, facilitating the inclusion of every human being in the world. Studying the arts enhances students' aesthetic sensibility, mobilizing them to create alternative worlds. It is seen as a pedagogical instrument, with a leading role in society. Architecture is the art of designing buildings at a certain time, with a certain architectural style, giving us information about our ancestors. Some are preserved and considered immovable cultural heritage, building the history of humanity. The present dissertation refers to the research carried out at the Marcelino Mesquita do Cartaxo School Group, in two classes of 10th and 11th grade of “Drawing A” and addresses the interconnection of artistic education with heritage education, integrated in the Cultural Project of School "Open Doors", within the scope of the National Arts Plan, in that the doors have a symbolic value, focused on their preservation. Creative methodologies were used that led students to aesthetic appreciation and the design of creative projects, as well as identity issues, involving memories, traditions, creativity of peoples, the richness of cultures, sensitizing students to a “new look” in view of the preservation and enhancement of the local architectural heritage, the result of a cultural heritage. We believe that, through this research, we have managed to stimulate the affectivity and sensitivity of students to the local cultural heritage
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Orientação: Maria Constança Pignateli de Sousa e Vasconcelos
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, EDUCAÇÃO ARTÍSTICA, CRIATIVIDADE, PATRIMÓNIO CULTURAL, PRESERVAÇÃO DO PATRIMÓNIO, VISUAL ARTS TEACHING, ARTISTIC EDUCATION, CREATIVITY, CULTURAL HERITAGE, HERITAGE PRESERVATION