Das nossas raízes : o ensino das artes visuais e a abordagem interdisciplinar ao património cultural local
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2019
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A história das sociedades traduz a evolução humana, da mesma forma que o património
cultural descreve e contextualiza a história e cultura de um povo, constituindo-se como memória
coletiva de uma determinada comunidade. A relação que se estabelece entre o indivíduo e o
meio onde vive através da sua ação física ou concetual, é terreno fértil para o desenvolvimento
de modos de perceção e fruição, aos quais se relacionam, simultaneamente, sentimentos de
identificação e pertença.
O ensino das artes visuais, pressupõe uma relação com a vida comunitária, na medida
em que pode proporcionar diálogos entre o aluno e o património cultural, no entendimento e
perceção das circunstâncias atuais, históricas e tradicionais e suas ideologias e valores culturais.
O presente estudo de caráter exploratório e qualitativo, abordando questões relacionadas
com o ensino das artes visuais, estabelece pontos de convergência com a educação patrimonial,
com vista a investigar a memória cultural, o valor que tem em si e na sua representação para a
comunidade. A “plasticidade” particular das disciplinas artísticas – neste caso Educação Visual
– é uma mais-valia no que diz respeito ao desenvolvimento de projetos interdisciplinares que
possam facilitar relações didáticas entre a escola e o meio. Através da metodologia de
investigação-ação com duas turmas em Prática Supervisionada, esta pesquisa mostra-nos que
ao conhecer, respeitar e valorizar as diferentes representações do património, especialmente as
mais próximas da sua realidade pessoal, o aluno aperfeiçoa o espírito de pertença, de identidade,
de cuidado e preservação, assim como a capacidade interventiva e o espírito crítico e criativo,
contribuindo para uma cidadania ativa e consciente.
The history of societies reflects human evolution, in the same way that cultural heritage describes and contextualizes the history and culture of a people, constituting itself as the collective memory of a given community. The relationship that is established between the individual and the environment where he lives through his physical or conceptual action, is fertile ground for the development of modes of perception and enjoyment, to which feelings of identification and belonging are simultaneously related. The teaching of visual arts presupposes a relationship with community life, as it can provide dialogues between the student and cultural heritage, in the understanding and perception of current, historical and traditional circumstances and their ideologies and cultural values. This exploratory and qualitative study, addressing issues related to the teaching of visual arts, establishes points of convergence with heritage education, with a view to investigating cultural memory, the value it has in itself and in representation for the community. The particular “plasticity” of artistic disciplines - in this case Visual Education - is an asset with regard to the development of interdisciplinary projects that can facilitate didactic relations between the school and the environment. Through the action-research methodology with two classes in Supervised Practice, this research shows us that by knowing, respecting and valuing the different representations of heritage, especially those closest to their personal reality, the student improves the spirit of belonging, of identity, care and preservation, as well as the intervention capacity and critical and creative spirit, contributing to an active and conscious citizenship
The history of societies reflects human evolution, in the same way that cultural heritage describes and contextualizes the history and culture of a people, constituting itself as the collective memory of a given community. The relationship that is established between the individual and the environment where he lives through his physical or conceptual action, is fertile ground for the development of modes of perception and enjoyment, to which feelings of identification and belonging are simultaneously related. The teaching of visual arts presupposes a relationship with community life, as it can provide dialogues between the student and cultural heritage, in the understanding and perception of current, historical and traditional circumstances and their ideologies and cultural values. This exploratory and qualitative study, addressing issues related to the teaching of visual arts, establishes points of convergence with heritage education, with a view to investigating cultural memory, the value it has in itself and in representation for the community. The particular “plasticity” of artistic disciplines - in this case Visual Education - is an asset with regard to the development of interdisciplinary projects that can facilitate didactic relations between the school and the environment. Through the action-research methodology with two classes in Supervised Practice, this research shows us that by knowing, respecting and valuing the different representations of heritage, especially those closest to their personal reality, the student improves the spirit of belonging, of identity, care and preservation, as well as the intervention capacity and critical and creative spirit, contributing to an active and conscious citizenship
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, PATRIMÓNIO CULTURAL, INTERDISCIPLINARIDADE, ARTES VISUAIS, IDENTIDADE CULTURAL, MÉTODOS DE TRABALHO, VISUAL ARTS TEACHING, CULTURAL HERITAGE, INTERDISCIPLINARITY, VISUAL ARTS, CULTURAL IDENTITY, WORKING METHODS