Educação ambiental: práticas educativas em artes visuais
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2013
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O problema de partida para esta investigação é a constatação fundamentada de que a Educação Ambiental é abordada nas nossas escolas superficialmente em todas as disciplinas. Para colmatar esta lacuna, a prática de ensino supervisionada no Ensino Secundário em Artes Visuais, nomeadamente na disciplina de Desenho A, numa turma de 10º ano, foi a base para o desenvolvimento de experiências educativas de Educação Ambiental.
Através da Metodologia de Projeto de Jonh Dewey, os alunos criaram produtos artístico-plásticos bidimensionais com a finalidade de sensibilizar a população escolar, local, distrital e mundial para a preservação e valorização do património natural, em prol da defesa do meio ambiente e do património natural protegido, ao longo da unidade didática “Educação Ambiental: Práticas Educativas em Artes Visuais”.
Este projeto de investigação participativa em Artes Visuais tem como objetivo apresentar diferentes atividades e/ou estratégias a aplicar no processo educativo, de forma a desenvolver nos alunos valores, atitudes e práticas em Educação Artístico Ambiental.
Os resultados mostram que através destas atividades, os objetivos pretendidos nesta investigação foram alcançados, tendo em conta os instrumentos de recolha de dados, como a grelha de observação e a avaliação dos trabalhos dos alunos. Verificou-se nos alunos alterações ao nível cognitivo, social, moral e motivacional.
The proven idea that Environmental Education is, in all school subjects, superficially addressed was the motto that led to this research. To fulfill this gap, supervised educational experiences on Environmental Education were developed in a 10th grade class, specifically in the subject: Drawing A. Through the Project Methodology by John Dewey, the students have created bi-dimensional artistic crafts in order to sensitize not only the school population, but also the local, regional and even worldwide population, to preserve and value natural patrimony, by defending the environment and the protected natural patrimony. This supervised work was undertaken through the teaching unit “Environmental Art Education: Educational Teaching Practices in Arts”. This research project in Arts has, as its main goal, to introduce different activities and/or strategies that can be applied in the teaching process so as to develop the students’ values, attitudes and actions as far as Environmental Art Education is concerned. The results show that, through these activities, the goals intended by this research have been accomplished. These results have been measured by data collecting, using an observational grid and the evaluation of the students’ works. It was also very clear that there were some changes concerning the students’ cognition, social and moral perception, as well as their motivation.
The proven idea that Environmental Education is, in all school subjects, superficially addressed was the motto that led to this research. To fulfill this gap, supervised educational experiences on Environmental Education were developed in a 10th grade class, specifically in the subject: Drawing A. Through the Project Methodology by John Dewey, the students have created bi-dimensional artistic crafts in order to sensitize not only the school population, but also the local, regional and even worldwide population, to preserve and value natural patrimony, by defending the environment and the protected natural patrimony. This supervised work was undertaken through the teaching unit “Environmental Art Education: Educational Teaching Practices in Arts”. This research project in Arts has, as its main goal, to introduce different activities and/or strategies that can be applied in the teaching process so as to develop the students’ values, attitudes and actions as far as Environmental Art Education is concerned. The results show that, through these activities, the goals intended by this research have been accomplished. These results have been measured by data collecting, using an observational grid and the evaluation of the students’ works. It was also very clear that there were some changes concerning the students’ cognition, social and moral perception, as well as their motivation.
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Orientação: Sara Bahia
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ENSINO DE ARTES VISUAIS, EDUCAÇÃO AMBIENTAL, EDUCAÇÃO ARTÍSTICA, DIDÁTICA, PRÁTICAS PEDAGÓGICAS, VISUAL ARTS TEACHING, ENVIRONMENTAL EDUCATION, ARTISTIC EDUCATION, PEDAGOGICAL PRACTICES, DIDACTICS, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO