O portefólio como instrumento de reflexão na disciplina de desenho A do Ensino Secundário
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2013
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A temática apresentada é resultante da prática de ensino supervisionada no Ensino Secundário em Artes Visuais e tem como finalidade aprofundar questões que envolvem a autorregulação das aprendizagens para o desenvolvimento do pensamento reflexivo dos alunos.
A importância do paradigma reflexivo está cada vez mais presente nas práticas educativas dos nossos tempos, remetendo para um novo conceito de ensino e de avaliação no processo de ensino-aprendizagem, de acordo com um ensino cada vez mais centrado no aluno.
Seguindo a intemporalidade do pensamento freireano são desenvolvidas práticas de avaliação tendo por base a integração do portefólio como instrumento de aprendizagem progressiva para a prática reflexiva dos alunos na disciplina de Desenho A.
Este projeto de investigação participativa pretende analisar informações qualitativas e quantitativas de forma a reconhecer o contributo e o benefício da dimensão reflexiva ao longo do processo de ensino-aprendizagem no desenvolvimento pessoal e cognitivo do aluno.
The work herein presented was developed within a practice of supervised teaching, at the Secondary Level School of Visual Arts. It had the objective of getting further insight in the self-regulation learning of students into what concerns the development of logical reasoning. The importance of the paradigm of reasoning is increasingly present in education practices of current times. It has been leading to a new concept of teaching and evaluation within the teaching-learning process, in which the teaching approach is each time more focused on the student. Following the still updated Freire’s thinking, this work developed evaluation practices based on the integration of the portfolio as a tool for the progressive learning of the students of “Drawing A” subject reasoning procedures. This participative research project intended to analyse both quantitative and qualitative data, as a way of acknowledging the contribution and benefits of the reasoning dimension, within the teaching-learning process, to the personal and cognitive development of the student.
The work herein presented was developed within a practice of supervised teaching, at the Secondary Level School of Visual Arts. It had the objective of getting further insight in the self-regulation learning of students into what concerns the development of logical reasoning. The importance of the paradigm of reasoning is increasingly present in education practices of current times. It has been leading to a new concept of teaching and evaluation within the teaching-learning process, in which the teaching approach is each time more focused on the student. Following the still updated Freire’s thinking, this work developed evaluation practices based on the integration of the portfolio as a tool for the progressive learning of the students of “Drawing A” subject reasoning procedures. This participative research project intended to analyse both quantitative and qualitative data, as a way of acknowledging the contribution and benefits of the reasoning dimension, within the teaching-learning process, to the personal and cognitive development of the student.
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Orientação : Manuela Guilherme
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ENSINO DE ARTES VISUAIS, VISUAL ARTS TEACHING, PEDAGOGIA, PEDAGOGY, APRENDIZAGEM, LEARNING, PORTFÓLIOS, PORTFOLIOS, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO