Aprendizagem cooperativa: presença ou ausência no ensino das artes visuais em Portugal?
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2015
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Resumo
O presente trabalho tem por objetivo a caracterização do programa nacional de
ensino das Artes Visuais, particularizando a integração do método da aprendizagem
cooperativa nos seus documentos diretrizes. Para tal, realizou-se primeiramente uma
análise dos documentos disponibilizados pelo Ministério da Educação e Ciência que
regulamentam e instruem os professores e escolas no que diz respeito a métodos de
ensino, avaliação e objetivos. Como complemento, procurou-se a obtenção de testemunhos
fidedignos e experientes que caracterizassem a realidade das salas de aula portuguesas e,
nestas, a aplicação da metodologia educacional em estudo.
Confirmou-se que o documento das metas curriculares não recomenda
especificamente a utilização de quaisquer metodologias, limitando-se à definição de
objetivos letivos e competências a adquirir. As escolas e professores possuem
presentemente autonomia na escolha dos métodos a utilizar na transmissão de
conhecimentos, fazendo eles próprios a avaliação destes e decidindo a permanência ou
alteração dos mesmos.
Verificou-se também que os professores possuem pontos de vista díspares no que
à aplicabilidade e benefícios do método da aprendizagem cooperativa diz respeito, tendo
apontado vantagens e obstáculos válidos na implementação prática da cooperação em
salas de aula.
Conclui-se que a inclusão no programa curricular de métodos com sucesso
validado, tais como o estudado, seria profícua, assim como a desmistificação do trabalho e
da avaliação meramente individual e arbitrária como método usual na prática letiva.
The main objective of the present work is to characterize the national Visual Arts teaching program, particularizing the integration of the cooperative learning method in their guidelines documents. First, an analysis of the documentation made available by the Ministry of Education and Science, which regulate and instruct teachers and schools with respect to teaching methods, evaluation and goals, was executed. As a complement, trustable and experienced testimonials that could characterize the reality of Portuguese classrooms and the application of the referred educational methodology were obtained. It was confirmed that the available documentation does not specifically recommend the use of any methods, being limited to the definition of academic goals and skills to be acquired. Schools and teachers currently presently possess the autonomy in their choice of methods for their knowledge transmission, carrying themselves its evaluation and deciding their continuity or change. It was also found that teachers have disagreeing points of view as to the applicability and benefits of the cooperative learning methodology, as valid advantages and obstacles in practical implementation of cooperation in classrooms were identified. It is concluded that the inclusion of successful validated methods, such as the studied one, in the educational curriculum, would be helpful, as the demystification of merely individual and arbitrary work and assessment as the usual method in teaching practice would.
The main objective of the present work is to characterize the national Visual Arts teaching program, particularizing the integration of the cooperative learning method in their guidelines documents. First, an analysis of the documentation made available by the Ministry of Education and Science, which regulate and instruct teachers and schools with respect to teaching methods, evaluation and goals, was executed. As a complement, trustable and experienced testimonials that could characterize the reality of Portuguese classrooms and the application of the referred educational methodology were obtained. It was confirmed that the available documentation does not specifically recommend the use of any methods, being limited to the definition of academic goals and skills to be acquired. Schools and teachers currently presently possess the autonomy in their choice of methods for their knowledge transmission, carrying themselves its evaluation and deciding their continuity or change. It was also found that teachers have disagreeing points of view as to the applicability and benefits of the cooperative learning methodology, as valid advantages and obstacles in practical implementation of cooperation in classrooms were identified. It is concluded that the inclusion of successful validated methods, such as the studied one, in the educational curriculum, would be helpful, as the demystification of merely individual and arbitrary work and assessment as the usual method in teaching practice would.
Descrição
Orientação: Maria João Castelbranco da Silveira
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, EDUCAÇÃO, PROGRAMAS DE ENSINO, APRENDIZAGEM COOPERATIVA, METODOLOGIAS, PRÁTICAS EDUCATIVAS, TESTEMUNHOS, DOCÊNCIA, PORTUGAL, VISUAL ARTS TEACHING, EDUCATION, COOPERATIVE LEARNING, SYLLABUS, METHODOLOGIES, EDUCATIONAL PRACTICES, TESTIMONIES, TEACHING