Projeto inclusivo de mural visando o empoderamento da mulher : utilização da arte urbana no ensino das artes visuais
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2023
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O presente trabalho aborda a prática do processo de ensino-aprendizagem das Artes Visuais, em dois contextos diferentes, embora relacionados. Em ambos os casos lecionei a disciplina de Educação Visual (EV) no 9º ano: na Escola Secundária de Mem Martins, ESMM (onde se realizou o estágio PES), e no Agrupamento de Escolas General Humberto Delgado, AEGHD (como professora contratada). Na forma de uma investigação-ação, consubstanciado em estudo de caráter exploratório, pretende-se dar a conhecer um conjunto de práticas educativas integradoras e abrangentes, mediante a autonomia e flexibilidade programática. Estas devem ser contempladas e diferenciadas de acordo com a turma e cada aluno em si e cabe ao docente organizar a sua “sala de aula” e promover a inclusão, sem, no entanto, descurar as metas curriculares e o perfil do aluno à saída da escolaridade obrigatória. Este estudo teve como pergunta de partida “Pode a arte urbana, através de um mural inclusivo em espaço escolar, sensibilizar para os direitos da mulher?”. Os objetivos principais são demonstrar os benefícios desta prática mediante estratégias pedagógicas assertivas e responder à pergunta de partida, tendo como base o potencial criativo do aluno, numa abordagem que vá ao encontro das realidades socioculturais contemporâneas. Considero que esta falta de sensibilização – que se pretende abordar através desta experiência pedagógica - está presentemente muito em falta no currículo do Ensino das Artes (EA). Este estudo ancorou-se num enquadramento teórico que englobou várias vertentes. Entre outras, reviu-se a literatura científica sobre a Criatividade, considerando-a inata ao ser humano, mas que pode ser desenvolvida e incentivada em contexto de sala de aula e na comunidade escolar. Este investigação-ação culminou num projeto de mural na ESMM e outro na AEGHD, no ano letivo 2021/22. Tratou-se de uma abordagem didática integradora de determinados conteúdos disciplinares do 9º ano, tendo por objetivo a resolução/redefinição do problema levantado, pautada por estratégias especificamente definidas e mobilizando recursos globais. Acreditamos que a abordagem proposta pode funcionar como processo motivador de comportamentos/desempenhos verdadeiramente criativos; e em que a avaliação formativa e autoavaliação estimula os alunos, inclusive ao próprio desenvolvimento da criatividade. Palavras-Chave Inclusão, motivação, aprendizagem, arte urbana, direitos da mulher
The present work addresses the practice of the teaching-learning process of Visual Arts, in two different, although related, contexts. In both cases I taught the Visual Education (VE) subject in the 9th year: at Escola Secundária de Mem Martins, ESMM (where the PES internship took place), and at Agrupamento de Escolas General Humberto Delgado, AEGHD (as a contract teacher). In the form of an action investigation, embodied in an exploratory study, we intend to make known a set of integrated and comprehensive educational practices, especially through autonomy and programmatic flexibility. These must be considered and differentiated according to the class and each student themselves and it is up to the teacher to organize his/her “classroom” and promote inclusion, without, however, discovering the curricular goals and the student's profile upon leaving the classroom. compulsory education. This study had as its starting question “Can urban art, through an inclusive mural in a school space, raise awareness of women’s rights?”. The main objectives are to demonstrate the benefits of this practice through assertive pedagogical strategies and answer the starting question, based on the student's creative potential, in an approach that meets contemporary sociocultural realities. Considering that this aspect – which we intend to address through this pedagogical experience – is currently very lacking in the Arts Education (EA) curriculum. This study is anchored in a solid theoretical framework that covers several aspects. Among others, review the scientific literature on Creativity, considering it innate to human beings, but which can be developed and encouraged in the context of the classroom and the school community. This action research culminated in a mural project at ESMM and another at AEGHD, in the 2021/22 academic year. It was an integrated didactic approach to certain 9th grade disciplinary content, with the objective of resolving/redefining the problem raised, guided by specifically defined strategies and mobilizing global resources. We believe that the proposed approach can function as a process that motivates truly creative behaviors/performances; and in which formative assessment and self-assessment stimulates students, including the development of creativity. Keywords Inclusion, motivation, learning, urban art, woman rights
The present work addresses the practice of the teaching-learning process of Visual Arts, in two different, although related, contexts. In both cases I taught the Visual Education (VE) subject in the 9th year: at Escola Secundária de Mem Martins, ESMM (where the PES internship took place), and at Agrupamento de Escolas General Humberto Delgado, AEGHD (as a contract teacher). In the form of an action investigation, embodied in an exploratory study, we intend to make known a set of integrated and comprehensive educational practices, especially through autonomy and programmatic flexibility. These must be considered and differentiated according to the class and each student themselves and it is up to the teacher to organize his/her “classroom” and promote inclusion, without, however, discovering the curricular goals and the student's profile upon leaving the classroom. compulsory education. This study had as its starting question “Can urban art, through an inclusive mural in a school space, raise awareness of women’s rights?”. The main objectives are to demonstrate the benefits of this practice through assertive pedagogical strategies and answer the starting question, based on the student's creative potential, in an approach that meets contemporary sociocultural realities. Considering that this aspect – which we intend to address through this pedagogical experience – is currently very lacking in the Arts Education (EA) curriculum. This study is anchored in a solid theoretical framework that covers several aspects. Among others, review the scientific literature on Creativity, considering it innate to human beings, but which can be developed and encouraged in the context of the classroom and the school community. This action research culminated in a mural project at ESMM and another at AEGHD, in the 2021/22 academic year. It was an integrated didactic approach to certain 9th grade disciplinary content, with the objective of resolving/redefining the problem raised, guided by specifically defined strategies and mobilizing global resources. We believe that the proposed approach can function as a process that motivates truly creative behaviors/performances; and in which formative assessment and self-assessment stimulates students, including the development of creativity. Keywords Inclusion, motivation, learning, urban art, woman rights
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EDUCATION, VISUAL ARTS TEACHING, VISUAL EDUCATION, INTERNSHIP REPORTS, SCHOOL INCLUSION, MOTIVATION, LEARNING, STREET ART, WOMEN'S RIGHTS, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO, ENSINO DE ARTES VISUAIS, EDUCAÇÃO VISUAL, RELATÓRIOS DE ESTÁGIO, INCLUSÃO ESCOLAR, MOTIVAÇÃO, APRENDIZAGEM, ARTE URBANA, DIREITOS DA MULHER, Mestrado em Ensino das Artes Visuais no 3.º Ciclo do Ens. Básico e Secundário