O livro carrossel: desafio motivacional nas escolhas técnicas e pessoais dos alunos de educação visual no 3º ciclo do ensino básico
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2017
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A presente investigação visa abordar as dificuldades sentidas pelos professores da disciplina de Educação Visual do 3ºCiclo do Ensino Básico no processo motivacional de ensino-aprendizagem em alunos adolescentes de oitavo ano.
Na qualidade de professor de Educação Visual há já vários anos, pude verificar, invariavelmente, ano após ano, que os alunos do oitavo ano são, não só os mais difíceis de motivar, como também os mais incumpridores de prazos, independentemente do tema de trabalho que lhes seja apresentado. No ensino da educação visual, sobretudo no 3º Ciclo, o professor deve fomentar situações de aprendizagem pela descoberta trazendo ao aluno a vontade de descobrir e experienciar ainda mais, através da exploração de materiais, técnicas e tecnologias e construindo assim o percurso do seu saber.
Nesta perspetiva, e considerando a natural e constante vontade dos alunos por experimentar coisas novas e descobrir novos resultados, o professor tem na curiosidade dos alunos e na criação de desafios, uma base motivacional para usar como sua aliada na obtenção do sucesso dos alunos.
Assim, é objetivo deste estudo, através da realização de um Livro de Artista (sob o formato Livro Carrossel) que ilustrasse os momentos mais marcantes da vida dos alunos, verificar as suas escolhas técnicas e pessoais, bem como de que forma este se constitui e revela um estímulo motivacional, quer na organização do processo de ensino, quer na condução e avaliação das aprendizagens destes alunos.
Os principais resultados obtidos neste estudo não apontam o tema ou as técnicas aplicadas como os principais meios para estimular e motivar os alunos a realizar os trabalhos da disciplina. Rapazes e raparigas destacam vivências idênticas como as mais marcantes das suas vidas, utilizando qualquer técnica ao seu alcance sem critério particular de escolha para as representar. De qualquer forma e em geral, os alunos revelaram uma tendência para a utilização de técnicas pouco laboriosas, sendo que optaram maioritariamente pela aplicação de uma só técnica na execução do trabalho.
The present work aims to address the challenges faced by Visual Education class teachers of the 3º Cycle of Basic School in the motivational process of teaching-learning in eighth grade teenage students. In the quality of Visual Education teacher for several years now, I was able to notice that, invariably, eighth grade students are not only the most difficult to motivate but also the most deadline defaulters, regardless of the work theme presented to them. While teaching visual education, especially on the 3rd Cycle, the teacher should promote learning situations through discovery providing the student with the will to discover and experience even more, exploring materials, techniques and technologies hence laying out their learning path. Under this framework, and considering the natural and constant will of students to try new things and discover new results, the teacher has in the curiosity of students and in the creation of challenges, a motivational basis to use has an ally for achieving student success. In this way, it is the objective of this study, through the creation of an Artist’s Book (in the format of a Carousel Book) that would illustrate the most striking moments in the life of the students, to check the students’ technical and personal choices, as well as in which way it constitutes and reveals itself a motivational stimulus, both in the organization of the teaching process and in the conduction and evaluation of these students’ learnings. The main findings of this study do not indicate the theme or applied techniques as the principal means with which to stimulate and motivate the students to perform the class projects. Boys and girls highlight identical experiences as those most striking of their lives, using any technique available without specific criteria of choice to represent them. Generally, the students revealed a tendency to utilize less labour-intensive techniques, mainly opting for the application of only one technique throughout the work.
The present work aims to address the challenges faced by Visual Education class teachers of the 3º Cycle of Basic School in the motivational process of teaching-learning in eighth grade teenage students. In the quality of Visual Education teacher for several years now, I was able to notice that, invariably, eighth grade students are not only the most difficult to motivate but also the most deadline defaulters, regardless of the work theme presented to them. While teaching visual education, especially on the 3rd Cycle, the teacher should promote learning situations through discovery providing the student with the will to discover and experience even more, exploring materials, techniques and technologies hence laying out their learning path. Under this framework, and considering the natural and constant will of students to try new things and discover new results, the teacher has in the curiosity of students and in the creation of challenges, a motivational basis to use has an ally for achieving student success. In this way, it is the objective of this study, through the creation of an Artist’s Book (in the format of a Carousel Book) that would illustrate the most striking moments in the life of the students, to check the students’ technical and personal choices, as well as in which way it constitutes and reveals itself a motivational stimulus, both in the organization of the teaching process and in the conduction and evaluation of these students’ learnings. The main findings of this study do not indicate the theme or applied techniques as the principal means with which to stimulate and motivate the students to perform the class projects. Boys and girls highlight identical experiences as those most striking of their lives, using any technique available without specific criteria of choice to represent them. Generally, the students revealed a tendency to utilize less labour-intensive techniques, mainly opting for the application of only one technique throughout the work.
Descrição
Orientação: Maria João Castel-Branco da Silveira
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, MOTIVAÇÃO, ADOLESCÊNCIA, EDUCAÇÃO VISUAL, ENSINO EXPERIMENTAL, LIVROS, CRIAÇÃO ARTÍSTICA, VISUAL ARTS TEACHING, MOTIVATION, ADOLESCENCE, VISUAL EDUCATION, EXPERIMENTAL TEACHING, BOOKS, ARTISTIC CREATION