"Walking in my shoes” : estratégias de motivação, criatividade e descoberta em História da Cultura e das Artes
Miniatura indisponível
Data
2024
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
No decorrer da Prática de Ensino Supervisionada (PES), na disciplina de História da Cultura e das Artes (HCA), do 3º ano do Curso Profissional de Técnico de Audiovisuais (TAV), constatou-se que os alunos se sentiam desmotivados com um programa muito teórico, pouco estimulante e criativo. Face ao desafio, foi propósito desta investigação-ação encontrar estratégias que motivassem os alunos para HCA e estimulassem a sua criatividade, sem comprometer a aquisição de saberes. A partir do Esquema Metodológico Multi-Orbital, o paradigma da comunicação e o trabalho de projeto, baseado em problemas reais do interesse dos alunos, impulsionaram as atividades, que partiram da Igualdade de Género na Arte para abordar os módulos 9 (A Cultura do Cinema) e 10 (A Cultura do Espaço Virtual), numa perspetiva histórica através de representações de artistas femininas, aplicando na prática as ideias subjacentes a cada uma delas. Desfizeram-se preconceitos, repensando o papel social da mulher, pela criação colaborativa e transdisciplinar de peças artísticas, estimuladas pela surpresa de um olhar renovado sobre a obra de arte e pelo próprio ato de criar, através da pedagogia Wonder, associada à Cultura Visual. O projeto evoluiu para o Coletivo "Walking in my Shoes", que produziu uma fanzine com o resumo dos conteúdos aprendidos e as peças integraram o evento Caldas Late Night 26. Com empenho e criatividade, reconheceu-se a relevância das aprendizagens proporcionadas, valorizando a exploração prática de um tema do interesse dos alunos, a descoberta contextualizada e a deambulação livre sobre a Cultura Visual em HCA. Palavras-chave: História da Cultura e das Artes; Motivação; Criatividade; Esquema Metodológico Multi-Orbital.
During the Supervised Teaching Practice, in the History of Culture and Arts subject, of the 3rd year of the Professional Course of Audiovisual Technicians, it was noted that students felt unmotivated with a very theoretical, unstimulating and uncreative program. Faced with this challenge, the purpose of this action research was to find strategies that would motivate students for History of Culture and Arts and stimulate their creativity, without compromising the acquisition of knowledge. Using the Multi-Orbital Methodological Scheme, the paradigm of communication and the project work based on real problems of students' interest drove the activities. These activities started from Gender Equality in Art to address modules 9 (The Culture of Cinema) and 10 (The Culture of Virtual Space), from a historical perspective through works by female artists, applying in practice the underlying ideas of each. Prejudices were dismantled, rethinking the social role of women, through collaborative and transdisciplinary creation of artistic pieces, stimulated by the surprise of a renewed look at the artwork and by the act of creation itself, through the Wonder pedagogy associated with Visual Culture. The project evolved into the "Walking in my Shoes" Collective, which produced a fanzine summarizing the learned content, and the pieces were integrated into the Caldas Late Night 26 event. With commitment and creativity, the relevance of the provided learnings was recognized, valuing the practical exploration of a topic of students' interest, contextualized discovery, and free roaming about the Visual Culture in HCA. Keywords: History of Culture and Arts; Motivation; Creativity; Multi-Orbital Methodological Scheme.
During the Supervised Teaching Practice, in the History of Culture and Arts subject, of the 3rd year of the Professional Course of Audiovisual Technicians, it was noted that students felt unmotivated with a very theoretical, unstimulating and uncreative program. Faced with this challenge, the purpose of this action research was to find strategies that would motivate students for History of Culture and Arts and stimulate their creativity, without compromising the acquisition of knowledge. Using the Multi-Orbital Methodological Scheme, the paradigm of communication and the project work based on real problems of students' interest drove the activities. These activities started from Gender Equality in Art to address modules 9 (The Culture of Cinema) and 10 (The Culture of Virtual Space), from a historical perspective through works by female artists, applying in practice the underlying ideas of each. Prejudices were dismantled, rethinking the social role of women, through collaborative and transdisciplinary creation of artistic pieces, stimulated by the surprise of a renewed look at the artwork and by the act of creation itself, through the Wonder pedagogy associated with Visual Culture. The project evolved into the "Walking in my Shoes" Collective, which produced a fanzine summarizing the learned content, and the pieces were integrated into the Caldas Late Night 26 event. With commitment and creativity, the relevance of the provided learnings was recognized, valuing the practical exploration of a topic of students' interest, contextualized discovery, and free roaming about the Visual Culture in HCA. Keywords: History of Culture and Arts; Motivation; Creativity; Multi-Orbital Methodological Scheme.
Descrição
Palavras-chave
VISUAL ARTS TEACHING, CULTURAL HISTORY, ART HISTORY, MOTIVATION, CREATIVITY, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, HISTÓRIA DA CULTURA, HISTÓRIA DA ARTE, MOTIVAÇÃO, CRIATIVIDADE, Mestrado em Ensino das Artes Visuais no 3.º Ciclo do Ens. Básico e Secundário