O surrealismo como catalisador da criatividade
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2024
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A presente dissertação resulta de um trabalho de investigação e de implementação do projeto “Câmara Surrealista”, desenvolvido para a Prática de Ensino Supervisionada, no Colégio Valsassina, que consistiu no recurso ao Surrealismo como Catalisador da Criatividade, no processo de ensino-aprendizagem. Deste modo, o projeto implementado nas aulas de Educação Visual do 7º ano do Ensino Básico apresentou um conjunto de atividades durante as quais foram sendo representados elementos do rosto - olhos, nariz, boca, orelhas - de forma realista, para posteriormente serem transfigurados, tendo como força motriz as bases do movimento surrealista. Esta proposta surgiu da vontade de levar os alunos a desenvolverem competências relacionadas com o pensamento crítico e criativo, a sensibilidade estética e artística, constituindo assim um desafio para a construção de obras de arte que aliassem o sonho à realidade. Para além de trabalhar técnicas de desenho e pintura, pretendeu-se com esta abordagem que os alunosse relacionassem com uma linguagem artística que os levasse a explorar o seu mundo interior, através de práticas que estabelecessem uma relação simbiótica entre o real e o não real. Palavras-Chave Educação Artística, Criatividade, Figura Humana, Surrealismo, Mimese
This dissertation is the result of research work and the implementation of the “Surrealist Chamber” project, developed for Supervised Teaching Practice, at Colégio Valsassina, which consisted of using Surrealism as a catalyst for Creativity, in the teaching-learning process. In this way, the project implemented in Visual Education classesin the 7th year of Basic Education presented a set of activities during which elements of the face were represented - eyes, nose, mouth, ears - in a realistic way, to subsequently be transfigured, having as a driving force the bases of the surrealist movement. This proposal arose from the desire to encourage students to develop skills related to critical and creative thinking, aesthetic and artistic sensitivity,thus constituting a challenge for the construction of works of art that combine dreams with reality. In addition to working on drawing and painting techniques, the aim of this approach was for studentsto relate to an artistic language that would lead them to explore their inner world, through practicesthat established a symbiotic relationship between the real and the nonreal. Key Words Art Education, Creativity, Human Figure, Surrealism, Mimesis
This dissertation is the result of research work and the implementation of the “Surrealist Chamber” project, developed for Supervised Teaching Practice, at Colégio Valsassina, which consisted of using Surrealism as a catalyst for Creativity, in the teaching-learning process. In this way, the project implemented in Visual Education classesin the 7th year of Basic Education presented a set of activities during which elements of the face were represented - eyes, nose, mouth, ears - in a realistic way, to subsequently be transfigured, having as a driving force the bases of the surrealist movement. This proposal arose from the desire to encourage students to develop skills related to critical and creative thinking, aesthetic and artistic sensitivity,thus constituting a challenge for the construction of works of art that combine dreams with reality. In addition to working on drawing and painting techniques, the aim of this approach was for studentsto relate to an artistic language that would lead them to explore their inner world, through practicesthat established a symbiotic relationship between the real and the nonreal. Key Words Art Education, Creativity, Human Figure, Surrealism, Mimesis
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VISUAL ARTS TEACHING, VISUAL EDUCATION, INTERNSHIP REPORTS, CREATIVITY, DRAWING OF THE HUMAN FIGURE, SURREALISM, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, EDUCAÇÃO VISUAL, RELATÓRIOS DE ESTÁGIO, INCLUSÃO ESCOLAR, CRIATIVIDADE, DESENHO DA FIGURA HUMANA, SURREALISMO, Mestrado em Ensino das Artes Visuais no 3.º Ciclo do Ens. Básico e Secundário