Representação, identidade e cultura visual: uma investigação
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2013
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Resumo
Entre o reconhecimento da importância dos estudos de cultura visual, no aumento da
motivação dos alunos para as aprendizagens artísticas e na formulação de novas abordagens
didácticas, e do valor da arte enquanto referencial insubstituível da experiência humana, a
dissertação que agora se apresenta procurou investigar os modos através dos quais os
adolescentes expressam visualmente a sua identidade na disciplina de Desenho. O trabalho foi
desenvolvido com alunos em idade adolescente no contexto do ensino profissional.
Procedeu-se ao estudo do tema mediante uma investigação-acção em torno da unidade
didáctica intitulada “Bilhete de Identidade Gráfico”. Entre outros factores procurou-se
verificar que tipo de referentes escolhem, que meios de expressão preferem e que categorias
expressivas utilizam no desenvolvimento do seu trabalho. Desde a fase inicial de pesquisa de
referentes identitários à execução das composições finais, procurou-se estudar os métodos de
trabalho seguidos pelos alunos, no quadro conceptual decorrente de uma planificação flexível
e aberta, com vista ao desenvolvimento de estratégias de pensamento plástico promotoras da
criatividade.
Afirmamos com este estudo a importância do Desenho na descoberta da singularidade
dos alunos enquanto pessoas e na valorização da sua individualidade através da arte,
empreendimento ancorado no reconhecimento dos estudos de cultura visual enquanto
paradigma de aprendizagem relevante no currículo pós-moderno. A investigação encetada
aponta para uma definição da identidade dos alunos estruturada em torno de representações
relacionadas com a sua história pessoal, assentes no registo visual de instantes
autobiográficos.
Acknowledging both the importance of visual culture studies in the enhancement of students’ motivation for visual arts learning, and of art as an important nucleus of human experience, the present dissertation has sought to investigate how teenagers express their identity in the visual arts, namely in the Drawing classroom. The investigative work has taken place with teenage students in the context of vocational schooling. The work was carried out by means of action research around a work unit especially designed for this study, titled “Graphic Identity Card”. Among other factors we have sought to discover the kinds of referents students prefer, which media they favour, as well as which expressive categories were employed in their work. From the initial research around identity referents to the submission of final work, the study of students’ work methods and premises regarding representation was at the forefront of our investigative concerns, all within the conceptual framework of a flexible and open pedagogy leading to strategies of visual thought which promote creativity and foster a sense of singularity. In this study we affirm the importance of artistic schooling in the discovery of each student’s uniqueness as a person, and the appreciation of their individuality through artistic practice, an endeavour supported by the recognition of visual culture studies as a new learning paradigm in the postmodern curriculum. The investigation thus undertaken points to a sense of identity structured around representations related to students’ personal histories, which rely heavily on autobiographical imagery.
Acknowledging both the importance of visual culture studies in the enhancement of students’ motivation for visual arts learning, and of art as an important nucleus of human experience, the present dissertation has sought to investigate how teenagers express their identity in the visual arts, namely in the Drawing classroom. The investigative work has taken place with teenage students in the context of vocational schooling. The work was carried out by means of action research around a work unit especially designed for this study, titled “Graphic Identity Card”. Among other factors we have sought to discover the kinds of referents students prefer, which media they favour, as well as which expressive categories were employed in their work. From the initial research around identity referents to the submission of final work, the study of students’ work methods and premises regarding representation was at the forefront of our investigative concerns, all within the conceptual framework of a flexible and open pedagogy leading to strategies of visual thought which promote creativity and foster a sense of singularity. In this study we affirm the importance of artistic schooling in the discovery of each student’s uniqueness as a person, and the appreciation of their individuality through artistic practice, an endeavour supported by the recognition of visual culture studies as a new learning paradigm in the postmodern curriculum. The investigation thus undertaken points to a sense of identity structured around representations related to students’ personal histories, which rely heavily on autobiographical imagery.
Descrição
Orientação: Maria Constança Pignateli de Sousa e Vasconcelos
Palavras-chave
ENSINO DE ARTES VISUAIS, DESENHO, CULTURA VISUAL, IDENTIDADE, VISUAL ARTS TEACHING, DRAWING, VISUAL CULTURE, IDENTITY, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, LITERACIA VISUAL, VISUAL LITERACY, AUTORREPRESENTAÇÃO, AUTO-REPRESENTATION