Mnemosyne : um contributo para a construção da identidade através do ensino das artes visuaiS
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A presente dissertação, elaborada no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino de Artes Visuais no 3.º Ciclo do Ensino Básico e no Ensino Secundário, teve como finalidade compreender e explorar de que forma as memórias individuais e coletivas, integradas no currículo narrativo, podem contribuir para a construção da identidade cultural dos alunos no contexto do ensino das Artes Visuais. Num cenário contemporâneo marcado pela globalização e pela diluição dos referenciais identitários, a escola deve assumir-se como espaço de valorização e de preservação do património local e cultural. Neste sentido, o ensino das artes visuais, orientado por metodologias de caráter narrativo, revela-se uma ferramenta pedagógica privilegiada para promover o autoconhecimento, a expressão identitária e o reconhecimento da memória como recurso educativo. A pesquisa é estruturada em três partes: uma introdução autobiográfica que contextualiza a escolha do tema, um enquadramento teórico que sustenta os principais conceitos da investigação e, por fim, a componente empírica, que descreve a intervenção pedagógica, a metodologia adotada e a análise dos resultados. A investigação seguiu uma abordagem exploratória e qualitativa, assente no modelo cíclico de Investigação-Ação de Kurt Lewin, permitindo estabelecer uma análise aprofundada dos dados recolhidos. Os resultados do desenvolvimento da unidade didática "De que te lembras tu?", com duas turmas de 8.º ano, no decorrer da Prática Supervisionada, mostra-nos que a abordagem narrativa e participativa contribuiu para o reforço do sentido de pertença, a compreensão crítica das referências culturais e o desenvolvimento de competências expressivas e reflexivas, confirmando o impacto positivo de metodologias centradas no currículo narrativo no ensino das artes visuais.
This dissertation, developed within the framework of the Supervised Teaching Practice of the Master’s Degree in Visual Arts Education for Lower and Upper Secondary Education, aimed to understand and explore how individual and collective memories, integrated into the narrative curriculum, can contribute to the construction of students’ cultural identity within the context of Visual Arts education. In a contemporary scenario marked by globalization and the dilution of identity references, the school must assert itself as a space for valuing and preserving local and cultural heritage. In this regard, Visual Arts education, guided by narrative-based methodologies, emerges as a privileged pedagogical tool to foster self-awareness, identity expression, and the recognition of memory as an educational resource. The research is structured in three parts: an autobiographical introduction that contextualizes the choice of the theme, a theoretical framework that supports the main concepts of the investigation, and finally, the empirical component, which describes the pedagogical intervention, the methodology adopted, and the analysis of the results. The study followed an exploratory and qualitative approach, based on Kurt Lewin’s cyclical Action Research model, enabling an in-depth analysis of the data collected. The results of the development of the didactic unit “What do you remember?”, with two 8th grade classes during the Supervised Teaching Practice, show that the narrative and participatory approach contributed to strengthening the sense of belonging, fostering a critical understanding of cultural references, and developing expressive and reflective skills. These outcomes confirm the positive impact of methodologies centred on the narrative curriculum in the teaching of Visual Arts.
This dissertation, developed within the framework of the Supervised Teaching Practice of the Master’s Degree in Visual Arts Education for Lower and Upper Secondary Education, aimed to understand and explore how individual and collective memories, integrated into the narrative curriculum, can contribute to the construction of students’ cultural identity within the context of Visual Arts education. In a contemporary scenario marked by globalization and the dilution of identity references, the school must assert itself as a space for valuing and preserving local and cultural heritage. In this regard, Visual Arts education, guided by narrative-based methodologies, emerges as a privileged pedagogical tool to foster self-awareness, identity expression, and the recognition of memory as an educational resource. The research is structured in three parts: an autobiographical introduction that contextualizes the choice of the theme, a theoretical framework that supports the main concepts of the investigation, and finally, the empirical component, which describes the pedagogical intervention, the methodology adopted, and the analysis of the results. The study followed an exploratory and qualitative approach, based on Kurt Lewin’s cyclical Action Research model, enabling an in-depth analysis of the data collected. The results of the development of the didactic unit “What do you remember?”, with two 8th grade classes during the Supervised Teaching Practice, show that the narrative and participatory approach contributed to strengthening the sense of belonging, fostering a critical understanding of cultural references, and developing expressive and reflective skills. These outcomes confirm the positive impact of methodologies centred on the narrative curriculum in the teaching of Visual Arts.