Uma abordagem ao património baleeiro como inspiração para práticas criativas em Educação Visual
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2022
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Este trabalho de pesquisa, desenvolvido na Prática de Ensino Supervisionada, na disciplina de
Educação Visual de uma turma de 9º ano, relaciona-se com o património cultural imaterial, mais
especificamente o património baleeiro dos Açores e a arte do scrimshaw.
A baleação determinou um período marcante na vida de muitas famílias nas ilhas açorianas,
principalmente no Faial e no Pico. Embora atualmente extinta, os museus mantêm vivas essas
memórias que moldam a identidade do povo açoriano. Esta temática foi escolhida com o intuito de
preencher lacunas observadas em sala de aula, no que se referia ao conhecimento dos alunos do seu
património cultural regional, tentando despertar a sua curiosidade, contribuir para o reforço da sua
identidade, ao mesmo tempo que se estimulava a criatividade através de atividades propostas no
âmbito das artes visuais e do currículo em vigor. Para além da contribuição para o conhecimento da
riqueza e importância do património local e sua preservação, pretendeu-se igualmente reforçar as
ligações à comunidade mobilizando o poder educativo e relacional que as artes podem proporcionar.
Através da metodologia de investigação-ação utilizada, foi possível realizar uma constante procura,
observação e reflexão das atividades propostas e dos resultados obtidos pelos alunos. Reforçamos
neste trabalho a capacidade das artes visuais de incorporar e tratar temas de interesse social e cultural
e proporcionar a interdisciplinaridade. Constatou-se que quando os alunos se aproximam e conhecem
as diferentes realidades patrimoniais locais através de projetos artísticos, ganham espírito de pertença,
maior cuidado e vontade de preservar algo que é deles.
This research work developed in the Supervised Teaching Practice, in the Visual Education subject of a 9th grade class, is related to the intangible cultural heritage, more specifically the whaling heritage and the scrimshaw art. Whaling determined a remarkable period in the lives of many families in the Azorean islands, mainly in Faial and Pico. Although currently extinct, museums keep these memories that shape the identity of the Azorean people alive. This theme was chosen with the intent of filling gaps observed in the classroom, regarding the students' knowledge of their regional cultural heritage, trying to arouse their curiosity, contribute to the reinforcement of their identity, while stimulating creativity through activities proposed within the scope of the visual arts and the current curricular program. In addition to contributing to the knowledge of the richness and importance of the local heritage and its preservation, it was also intended to strengthen the links with the community, mobilizing the educational and relational power that the arts can provide. Through the research-action methodology used, it was possible to carry out a constant search, observation and reflection of the proposed activities and the results obtained by the students. In this work, we reinforce the ability of the visual arts to incorporate and address issues of social and cultural interest and provide interdisciplinarity. It was found that when students get closer and get to know the different local heritage realities through artistic projects, they gain a sense of belonging, greater care and a desire to preserve something that is theirs.
This research work developed in the Supervised Teaching Practice, in the Visual Education subject of a 9th grade class, is related to the intangible cultural heritage, more specifically the whaling heritage and the scrimshaw art. Whaling determined a remarkable period in the lives of many families in the Azorean islands, mainly in Faial and Pico. Although currently extinct, museums keep these memories that shape the identity of the Azorean people alive. This theme was chosen with the intent of filling gaps observed in the classroom, regarding the students' knowledge of their regional cultural heritage, trying to arouse their curiosity, contribute to the reinforcement of their identity, while stimulating creativity through activities proposed within the scope of the visual arts and the current curricular program. In addition to contributing to the knowledge of the richness and importance of the local heritage and its preservation, it was also intended to strengthen the links with the community, mobilizing the educational and relational power that the arts can provide. Through the research-action methodology used, it was possible to carry out a constant search, observation and reflection of the proposed activities and the results obtained by the students. In this work, we reinforce the ability of the visual arts to incorporate and address issues of social and cultural interest and provide interdisciplinarity. It was found that when students get closer and get to know the different local heritage realities through artistic projects, they gain a sense of belonging, greater care and a desire to preserve something that is theirs.
Descrição
Orientação: Maria Constança Pignateli Vasconcelos
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, EDUCAÇÃO VISUAL, CRIATIVIDADE, PATRIMÓNIO, PESCA DA BALEIA, VISUAL ARTS TEACHING, VISUAL EDUCATION, CREATIVITY, HERITAGE, WHALING, AÇORES, AZORES