Educação visual, escola e comunidade- práticas de aula e interação no espaço público
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2017
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Reconhecendo a importância da investigação do professor como contributo para desenvolver a escola e a política educativa, esta investigação debruça-se sobre alguns objetivos de ensino aprendizagem, procurando intervir e contribuir com melhores práticas, e promover a escola como lugar de inovação. Neste âmbito, desenvolveu-se um projeto com o objetivo de estreitar as relações entre a escola e a comunidade, em particular a família, face ao problema do sentimento de descrença, desinteresse pela instituição por parte das famílias dos alunos e à sua fraca participação na vida da escola. A ação decorre na disciplina de Educação Visual (EV) de uma turma do 9º ano de escolaridade, do Agrupamento de Escolas de Santo António da Charneca. Na prática de aula de EV, foi adotada uma estratégia que assentou na exploração do tema família, com a experimentação dos conteúdos do programa da disciplina em diversas fases projetuais. A prática de aula estendeu-se, em algumas sessões aos espaços públicos na vizinhança dos edifícios da escola, culminando o projeto com uma intervenção orientada para o sítio e para a comunidade, num lugar partilhado por todos. Como metodologia foi adotado um processo de investigação-ação, completando-se um ciclo de realização do projeto: procurou-se elevar a motivação dos alunos, fomentar a participação, fazer interagir e estreitar as relações entre as partes escola, família e comunidade. Nos espaços públicos pedonais de comunicação entre a escola e o bairro, a turma projeta, intervém e apresenta o trabalho de EV. A anteceder e a concluir as diversas atividades do projeto nos espaços adjacentes à escola, realizaram-se entrevistas que informaram a turma sobre as formas de intervencionar o espaço e posteriormente perceber o impacto da ação nos resultados escolares e também na visão da comunidade e nos alunos. O projeto de EV realizado fez uma aproximação aos processos à arte de intervenção pública e participativa, envolvendo gradualmente os usuários do espaço escolar e a comunidade que sistematicamente se encontra ausente. O projeto de EV privilegiou o processo e resultado da aprendizagem, promovendo um contexto colaborativo entre docentes, discentes e em diálogo com outros elementos da comunidade. Este também foi uma iniciativa em que a turma tomou os espaços públicos como lugares pedagógicos, de aprendizagem e comunicação valorizando desta forma a disciplina de EV, a escola e a comunidade, aumentando por um momento, o território educativo.
This dissertation recognizes the importance of teacher’s research as a contribute for improving school and its political education, while focusing in the development of learning objectives, better teaching practises and the promotion of the school as an innovating place. An oriented problem-solving project was undertaken through the classes of Visual Education (Educação Visual) within a 9th form class from the Agrupamento de Escolas de Santo António da Charneca. The research intends to minimize a problem clearly defined in the school official documents, regarding the depreciation of Scholl as a formative place among the parents and the representatives of the education of pupils. It aims to give a purpose to the Visual Education lessons, by promoting a project that also extends to the neighbourhood used and lived by the representative persons in charge of the pupils involved. It aims to call for interventions that promote the decreasing of feeling of unbelief in school by the students and their guardians, the lack of interest for school as an institution and the weak family intervention in school life. Therefore, the methodology applied is action research with the duration of one cycle, in which was implemented a strategy through a project-work developed in Visual Education class. In order to stimulate the participation between school and its community, the study was subordinated to the subject “family” and the contents lectured often contained examples of public works of art and visual culture issues. The teaching practice often happened in public places nearby the school building, approaching the school to the neighbourhood. To understand how the work should be carried in public spaces, the researcher conducted interviews previously to the start of the project. The class intervention occurred in public places where students walk by. This strategy aimed to motivate students and twist together school, family and community through the developed contents in Art focused on the family theme, in a familiarly place for students (community). In the aftermath of the EV class intervention, the researcher led a new set of interviews and contrasted these with the action research tasks and objectives. This has bring visible the accomplished objectives of the project and impact of the results in school, involving also the community and the student’s feedback towards their assignment. The work developed offers an example of interaction between school and neighbourhood, expanding the educational territory. By approaching the participatory dimensions of social engaged Art as well as site specific public Art, the “family” project has progressively involved school members and the community that normally don’t come to school. The assignment took place in a collaborative context among teachers, students and other community members. For the purposes of the evaluation, the teacher researcher has considered both process as well as the result. This was the moment where the school has crossed its physical territory thus becoming a communicative and pedagogical learning place in public spaces, wishing the better for the school community.
This dissertation recognizes the importance of teacher’s research as a contribute for improving school and its political education, while focusing in the development of learning objectives, better teaching practises and the promotion of the school as an innovating place. An oriented problem-solving project was undertaken through the classes of Visual Education (Educação Visual) within a 9th form class from the Agrupamento de Escolas de Santo António da Charneca. The research intends to minimize a problem clearly defined in the school official documents, regarding the depreciation of Scholl as a formative place among the parents and the representatives of the education of pupils. It aims to give a purpose to the Visual Education lessons, by promoting a project that also extends to the neighbourhood used and lived by the representative persons in charge of the pupils involved. It aims to call for interventions that promote the decreasing of feeling of unbelief in school by the students and their guardians, the lack of interest for school as an institution and the weak family intervention in school life. Therefore, the methodology applied is action research with the duration of one cycle, in which was implemented a strategy through a project-work developed in Visual Education class. In order to stimulate the participation between school and its community, the study was subordinated to the subject “family” and the contents lectured often contained examples of public works of art and visual culture issues. The teaching practice often happened in public places nearby the school building, approaching the school to the neighbourhood. To understand how the work should be carried in public spaces, the researcher conducted interviews previously to the start of the project. The class intervention occurred in public places where students walk by. This strategy aimed to motivate students and twist together school, family and community through the developed contents in Art focused on the family theme, in a familiarly place for students (community). In the aftermath of the EV class intervention, the researcher led a new set of interviews and contrasted these with the action research tasks and objectives. This has bring visible the accomplished objectives of the project and impact of the results in school, involving also the community and the student’s feedback towards their assignment. The work developed offers an example of interaction between school and neighbourhood, expanding the educational territory. By approaching the participatory dimensions of social engaged Art as well as site specific public Art, the “family” project has progressively involved school members and the community that normally don’t come to school. The assignment took place in a collaborative context among teachers, students and other community members. For the purposes of the evaluation, the teacher researcher has considered both process as well as the result. This was the moment where the school has crossed its physical territory thus becoming a communicative and pedagogical learning place in public spaces, wishing the better for the school community.
Descrição
Orientação: Helena Catarina Silva Lebre Elias
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ARTES VISUAIS, ENSINO DE ARTES VISUAIS, EDUCAÇÃO VISUAL, RELAÇÃO ESCOLA-FAMÍLIA, ESPAÇO PÚBLICO, RELAÇÃO ESCOLA-MEIO, ARTE PÚBLICA, PRÁTICAS EDUCATIVAS, VISUAL ARTS, VISUAL ARTS TEACHING, VISUAL EDUCATION, SCHOOL-FAMILY RELATIONSHIP, PUBLIC SPACE, SCHOOL-ENVIRONMENT RELATIONSHIP, PUBLIC ART, EDUCATIONAL PRACTICES