A importância do wonder no ensino da artes visuais : investigação-ação numa turma de 10º ano
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2023
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A presente dissertação consiste numa reflexão, que se pretende fundamentada
e crítica, sobre a prática do ensino das Artes Visuais e da Cultura Visual, domínio
insubstituível na formação integral da pessoa humana e, como tal, presente de pleno
direito no currículo escolar. Damos especial atenção ao poder detonador da surpresa e
espanto (wonder), “acender o rastilho” decisivo na experiência artística. O ensino
aproveita a emoção inicial para incentivar o pensamento que conduz à ação e à reflexão
crítica. Toda a prática possibilita um refinar do pensamento, que não aceita limites e se
estende de forma rizomática: interdisciplinar, intercomunitária, multicultural.
A metodologia de investigação-ação foi concretizada durante a prática de
ensino supervisionada na Escola Rainha Santa Isabel, em Estremoz, numa uma turma do
10º ano na disciplina de Desenho A. A unidade didática desenvolvida — com o título de
“Da sombra à comoção” — pretendeu intensificar a atenção dos alunos para um fenómeno
permanentemente acessível, a sombra, como abertura à consciência de existir aqui e
agora.
No ensino realizado, foi dada preponderância à arte contemporânea —
reflexiva, crítica, integradora, eclética — pela sua liberdade para manifestar momentos
criativos de presença viva e provocadora, tanto individual como coletiva.
Depois de um tempo de observação, a Unidade Didática foi iniciada no 2º
período, prolongando-se até ao final do ano letivo, com um grupo heterogéneo de alunos,
tempo suficiente para se verificar as consequências positivas, individuais e coletivas, do
método de investigação-ação desenvolvido. Esta perceção indica que, como regra, é
possível despertar a atenção e vontade dos alunos para pensar e experimentar de forma
progressivamente criativa, autónoma e partilhada. Ou seja, dadas as condições propícias,
o impulso criativo humano é universal e inato.
The present dissertation consists of a reflection, witch intents to be grounded and critical, on the practice of teaching Visual Arts and Visual Culture, and irreplaceable domain in the integral formation of the human person and, as a whole, present in full right in the school curriculum. We pay special attention to the detonating power of surprise and amazement Wonder), “lighting the fuse” decisive in the artistic experience. Teaching takes advantage of the initial emotion to encourage thinking that leads to action and critical reflection. The whole practice enables a refining of thought, which does not accept limits and extends in a rhizomatic way: interdisciplinary, intercommunal, multicultural. This research-action methodology was carried out during supervised teaching practice at the Rainha Santa Isabel School, in Estremoz, for 10th grade class in Drawing A. The didactic unit developed — with the title” From the shadow to Commotion”— intended to intensify students’ attention to a permanently accessible phenomenon, the shadow, as an opening to the awareness of existing here and now. In the teaching carried out, preponderance was given to contemporary art — reflective, critical, integrative, eclectic — for its freedom to manifest creative moments of lively and provocative presence, both individually and collectively. After a period of observation, the Didactic Unit began in the 2nd period, extending until the end of the academic year, with a heterogeneous group of students, enough time to verify positive consequences, individual and collective, of the research method-developed action. This perception indicates that, as a rule, it is possible to awaken students’ attention and willingness to think and experiment in a progressively autonomous and shared way. That is, given the right conditions, the human creative impulse is universal and innate.
The present dissertation consists of a reflection, witch intents to be grounded and critical, on the practice of teaching Visual Arts and Visual Culture, and irreplaceable domain in the integral formation of the human person and, as a whole, present in full right in the school curriculum. We pay special attention to the detonating power of surprise and amazement Wonder), “lighting the fuse” decisive in the artistic experience. Teaching takes advantage of the initial emotion to encourage thinking that leads to action and critical reflection. The whole practice enables a refining of thought, which does not accept limits and extends in a rhizomatic way: interdisciplinary, intercommunal, multicultural. This research-action methodology was carried out during supervised teaching practice at the Rainha Santa Isabel School, in Estremoz, for 10th grade class in Drawing A. The didactic unit developed — with the title” From the shadow to Commotion”— intended to intensify students’ attention to a permanently accessible phenomenon, the shadow, as an opening to the awareness of existing here and now. In the teaching carried out, preponderance was given to contemporary art — reflective, critical, integrative, eclectic — for its freedom to manifest creative moments of lively and provocative presence, both individually and collectively. After a period of observation, the Didactic Unit began in the 2nd period, extending until the end of the academic year, with a heterogeneous group of students, enough time to verify positive consequences, individual and collective, of the research method-developed action. This perception indicates that, as a rule, it is possible to awaken students’ attention and willingness to think and experiment in a progressively autonomous and shared way. That is, given the right conditions, the human creative impulse is universal and innate.
Descrição
Orientação: Maria Constança Pignateli de Sousa e Vasconcelos
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, VISUAL ARTS TEACHING, EDUCAÇÃO VISUAL, VISUAL EDUCATION, RELATÓRIOS DE ESTÁGIO, INTERNSHIP REPORTS, CULTURA VISUAL, VISUAL CULTURE, ARTE CONTEMPORÂNEA, CONTEMPORARY ART