Entrelaçando identidades : um caminho para o futuro
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2023
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Esta dissertação é o resultado de uma investigação-ação ocorrida durante a Prática de Ensino Supervisionado na Escola Profissional de Recuperação do Património de Sintra, no Curso Profissional de Design de Interiores e Exteriores e teve como foco principal de estudo percecionar e avaliar de que forma as abordagens pedagógicas ativas em artes influenciam o ensino, a aprendizagem e a construção da Identidade Individual e coletiva dos alunos em idade da adolescência. A construção da identidade é um processo em desenvolvimento contínuo ao longo da vida. Contudo é na fase da adolescência que este desenvolvimento atinge o seu auge. Esta construção de ordem psicológica e social obriga à convivência e superação de conflitos de grande complexidade. Atualmente vivemos numa sociedade que está em constante transformação e mudança, muito volátil e ambígua, caracterizada pelo individualismo, consumismo e de incerteza no futuro, o que dificulta o processo de construção da identidade. Sendo a escola o lugar onde os alunos passam a maior parte do seu tempo, a escola e os professores podem e devem ter uma contribuição fundamental e decisiva no desenvolvimento dos alunos, através da criação de estratégias que os auxiliem na descoberta do seu caminho, na exploração e na reflexão para a tomada de decisões e escolhas, assim como para a implementação dessas escolhas, fatores determinantes para a construção da sua identidade individual. Este estudo utilizou a aprendizagem baseada em projetos interdisciplinares na componente de Design e Geometria Descritiva, tendo como base temas identificados pelos alunos e que estes quisessem ver esclarecidos, tornando o ensino mais apelativo e atraente para os alunos, com a premissa de procurar contribuir para a construção da sua identidade, do conhecimento, para o desenvolvimento da sua autonomia, segurança, e de jovens mais participativos e ativos na resolução de problemas na vida real. Da mesma forma procurou-se sensibilizar para a diversidade, para a diferença do outro e para a valorização e respeito de cada um, promovendo-se o entrelaçar de identidades no caminho para o futuro. Palavras-Chave: Artes, Aprendizagem Baseada em Projeto, Autoestima, Autovalorizarão, Afeto; Pertença, Identidade.
This dissertation is the result of research carried out during the Supervised Teaching Practice at “Escola Profissional de Recuperação do Património de Sintra”, in the Professional Course of Interior and Exterior Design. The main focus of the study was to perceive and evaluate how active pedagogical approaches in arts influence teaching, learning, and the construction of individual and collective identity of adolescents. Identity formation is a continuous developmental process throughout life. However, it is in adolescence that this development reaches its peak. This process of psychological and social order requires the overcoming of complex conflicts. Currently, we live in a society that is constantly transforming and changing, ambiguous and volatile, characterized by individualism, consumerism, and uncertainty about the future, which hinders the process of identity formation. Since school is where students spend most of their time, school and teachers can and should have a fundamental and decisive contribution to the development of students, through the creation of strategies that help them in the discovery of their path, in the exploration and reflection for the making of decisions and choices, as well as for the implementation of these choices, determining factors for the construction of their individual identity. This study used how learning based in projects on the Design and Descriptive Geometry component, on themes identified by the students which they wanted to clarify, made teaching more appealing and attractive to students, with the premise of seeking to contribute to the formation of their identity, knowledge, the development of their autonomy, security, and culminating in more participatory and active young people in solving real-world problems. Similarly, we sought to raise awareness of diversity, the difference of the other, and the appreciation and respect for each one, promoting the interlacing of identities on the path to the future. Keywords: Art, Project-Based Learning, Self-Esteem, Self-Appreciation, kindness, Sense of Beloing, Identity
This dissertation is the result of research carried out during the Supervised Teaching Practice at “Escola Profissional de Recuperação do Património de Sintra”, in the Professional Course of Interior and Exterior Design. The main focus of the study was to perceive and evaluate how active pedagogical approaches in arts influence teaching, learning, and the construction of individual and collective identity of adolescents. Identity formation is a continuous developmental process throughout life. However, it is in adolescence that this development reaches its peak. This process of psychological and social order requires the overcoming of complex conflicts. Currently, we live in a society that is constantly transforming and changing, ambiguous and volatile, characterized by individualism, consumerism, and uncertainty about the future, which hinders the process of identity formation. Since school is where students spend most of their time, school and teachers can and should have a fundamental and decisive contribution to the development of students, through the creation of strategies that help them in the discovery of their path, in the exploration and reflection for the making of decisions and choices, as well as for the implementation of these choices, determining factors for the construction of their individual identity. This study used how learning based in projects on the Design and Descriptive Geometry component, on themes identified by the students which they wanted to clarify, made teaching more appealing and attractive to students, with the premise of seeking to contribute to the formation of their identity, knowledge, the development of their autonomy, security, and culminating in more participatory and active young people in solving real-world problems. Similarly, we sought to raise awareness of diversity, the difference of the other, and the appreciation and respect for each one, promoting the interlacing of identities on the path to the future. Keywords: Art, Project-Based Learning, Self-Esteem, Self-Appreciation, kindness, Sense of Beloing, Identity
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VISUAL ARTS TEACHING, VISUAL EDUCATION, INTERNSHIP REPORTS, ARTS, SELF-ESTEEM, AFFECTIVITY, IDENTITY, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, EDUCAÇÃO VISUAL, RELATÓRIOS DE ESTÁGIO, ARTES, AUTOESTIMA, AFETIVIDADE, IDENTIDADE, Mestrado em Ensino das Artes Visuais no 3.º Ciclo do Ens. Básico e Secundário