Modelo de avaliação em artes visuais : desenho A em discussão : o que pensam professores e alunos
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2022
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Em traços gerais a dissertação Modelo de avaliação em Artes Visuais/Desenho A. em
discussão - O que pensam Professores e Alunos, aborda a opinião de professores e alunos
sobre os processos usados na escola na avaliação em Desenho A e tenta recolher opiniões de
professores e alunos para melhorar a proposta.
Estando o ensino mais centrado no aluno e no desenvolvimento das suas competências,
a satisfação com a escola associa-se à avaliação feita pelos próprios estudantes sobre como se
sentem em relação àquele ambiente, considerando a importância da escola, da comunidade
escolar e dos relacionamentos interpessoais vivenciados nesse contexto, obrigando os
professores a adaptarem estratégias de ensino e de avaliação. É ainda notório que a avaliação
das aprendizagens dos alunos é um dos indicadores preponderantes da qualidade escolar e de
todo o sistema educativo. Portanto, importa compreender como ocorre a avaliação do ensino de
artes e analisar de que forma as práticas de avaliação são integradas no processo de ensino e
de aprendizagem, para compreender se estas vão ao encontro dos objetivos e das necessidades
dos alunos.
Esta dissertação apresenta-se estruturada em duas partes. A primeira parte aborda a
escola como uma organização aprendente e mostra a importância da articulação curricular na
melhoria das aprendizagens e em particular, sobre as questões, dos alunos relativamente à
avaliação das aprendizagens. Este é um dos indicadores preponderantes na qualidade da escola
e de todo o sistema educativo. Portanto é importante compreender várias questões: como ocorre
a avaliação no ensino de artes, o modelo de avaliação para o ensino das Artes Visuais, o
Desenho A enquanto disciplina e suas limitações, os critérios, os instrumentos de avaliação e o
que avaliar em Desenho? Estes são alguns dos aspetos que se aprofundaram, nesta dissertação,
tendo um apoio teórico que permitiu a implementação e condução de uma segunda parte do
estudo, a parte empírica.
Atendendo à natureza do problema foi privilegiada a metodologia qualitativa que
proporcionou uma abordagem exploratória e interpretativa a partir de entrevistas
semiestruturadas dirigidas a 8 professores e de questionários dirigidos a 8 alunos de Artes
Visuais.
Os resultados obtidos da investigação-ação têm um significado efetivo para a melhoria
da prática de docência, nomeadamente nas responsabilidades de avaliação dos professores de
Desenho A. É sugerido uma reformulação dos métodos baseada numa análise crítica e reflexiva
das perceções de professores e alunos que aponta para a necessidade de valorizar o progresso
dos alunos ao longo do tempo em lugar de sobrevalorizar a avaliação sumativa. Também se
advoga a flexibilização da aplicação do método tendo em vista a sensibilidade do mesmo à
realidade de cada processo ensino-aprendizagem.
In general terms, the dissertation Evaluation Model in Visual Arts/Drawing A. under discussion - What Teachers and Students Think, addresses the opinion of teachers and students about the evaluation process used at school in Visual Arts/Drawing A and tries to collect opinions of teachers and students to improve the proposal. Since teaching is more focused on the students and on the development of their skills, satisfaction at school is associated with the assessment made by the students themselves about how they feel about that environment, considering the importance of the school, the school community and the relationships experienced in this context, forcing teachers to adapt teaching and assessment strategies. It is also clear that students assessment is one of the leading indicators of school quality and of the entire education system. Therefore, it is important to understand how the assessment of arts occurs and to analyze how assessment practices are integrated into the teaching and learning process, in order to understand whether they meet the objectives and needs of the students. This dissertation has two parts: The first part addresses the school as a learning organization and shows the importance of curricular articulation in the improvement of learning and particularly on issues, on the assessment of students. This is one of the preponderant indicators of school quality and of the entire education system. Therefore, it is important to understand several issues: the evaluation model for the teaching of Visual Arts, how the assessment in Visual Arts occurs, Visual Arts/Drawing A as a subject and its limitations, the criteria, the evaluation instruments and what to evaluate in Drawing A. These are some of the aspects that are deepened in this dissertation, aiming at a theoretical support that allows the implementation and conduction of the second part of this study, the empirical part. Given the nature of the problem, we privileged a qualitative methodology, which provided an exploratory and interpretive approach based on semi-structured interviews addressed to 8 teachers and questionnaires addressed to 8 Visual Arts students. The results obtained after this research have an effective meaning for the improvement of the teaching practice, namely the assessment responsibilities of Drawing A teachers. A reformulation of the methods based on a critical and reflective analysis of the perceptions of teachers and students is suggested. This points to the need to value student progress over time rather than overvaluing summative assessment. It is also advocated the application of this method in a more flexible way in view of its sensitivity to the reality of each teaching-learning process.
In general terms, the dissertation Evaluation Model in Visual Arts/Drawing A. under discussion - What Teachers and Students Think, addresses the opinion of teachers and students about the evaluation process used at school in Visual Arts/Drawing A and tries to collect opinions of teachers and students to improve the proposal. Since teaching is more focused on the students and on the development of their skills, satisfaction at school is associated with the assessment made by the students themselves about how they feel about that environment, considering the importance of the school, the school community and the relationships experienced in this context, forcing teachers to adapt teaching and assessment strategies. It is also clear that students assessment is one of the leading indicators of school quality and of the entire education system. Therefore, it is important to understand how the assessment of arts occurs and to analyze how assessment practices are integrated into the teaching and learning process, in order to understand whether they meet the objectives and needs of the students. This dissertation has two parts: The first part addresses the school as a learning organization and shows the importance of curricular articulation in the improvement of learning and particularly on issues, on the assessment of students. This is one of the preponderant indicators of school quality and of the entire education system. Therefore, it is important to understand several issues: the evaluation model for the teaching of Visual Arts, how the assessment in Visual Arts occurs, Visual Arts/Drawing A as a subject and its limitations, the criteria, the evaluation instruments and what to evaluate in Drawing A. These are some of the aspects that are deepened in this dissertation, aiming at a theoretical support that allows the implementation and conduction of the second part of this study, the empirical part. Given the nature of the problem, we privileged a qualitative methodology, which provided an exploratory and interpretive approach based on semi-structured interviews addressed to 8 teachers and questionnaires addressed to 8 Visual Arts students. The results obtained after this research have an effective meaning for the improvement of the teaching practice, namely the assessment responsibilities of Drawing A teachers. A reformulation of the methods based on a critical and reflective analysis of the perceptions of teachers and students is suggested. This points to the need to value student progress over time rather than overvaluing summative assessment. It is also advocated the application of this method in a more flexible way in view of its sensitivity to the reality of each teaching-learning process.
Descrição
Orientação: Óscar Conceição de Sousa
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, VISUAL ARTS TEACHING, EDUCAÇÃO VISUAL, VISUAL EDUCATION, RELATÓRIOS DE ESTÁGIO, INTERNSHIP REPORTS, PROCESSO DE ENSINO-APRENDIZAGEM, TEACHING-LEARNING PROCESS, PROFESSORES, TEACHERS, ALUNOS, STUDENTS