Praxis em ambientes sociais diversos: desenvolvimento e identidade do aluno
Miniatura indisponível
Data
2013
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Foi objetivo deste estudo investigar como os professores nas disciplinas artísticas
promovem um ensino segundo as suas próprias concepções artísticas, sem terem em conta as
especificidades e experiências de vida de cada educando. A problemática surge pela
constatação e observação, que pode levantar algum obstáculo à partilha da experiência da
artística e da docência das artes, de que todos os alunos têm uma experiência de vida e
concepções visuais diferentes entre si, bem como os docentes. Urge consolidar no ensino uma
praxis que promova o desenvolvimento pessoal e social de forma a que o aluno evolua dentro
do seu meio segundo uma consciência maior sobre as suas especificidades, vontades e
potencialidades. Recorre-se aos teóricos sobre o ensino, como Eisner, Arnheim, Dewey e
Read como contribuição científica para o entendimento do aluno e da sua experiência artística
e posterior implicações na sua evolução e também do papel do professor nas instituições de
ensino em Portugal. Pretende-se ainda alertar para uma consciência sobre os aspetos da praxis
que se prendem, não só com a evolução da criança, mas também sobre a prática docente e os
seus condicionalismos atuais.
The main purpose of this study was to investigate how teachers in art disciplines promote an education according to their own artistic conceptions, without taking into account the specific characteristics and life experiences of each student. The problematic arises from the realization and observation - which can put some obstacles in sharing the experience of the art itself and the teaching of the arts - that among all students there are different experiences of life and visual conceptions, as well as among teachers. It becomes urgent to consolidate in teaching a praxis that promotes personal and social development in a way that the student evolves within his environment according to a better awareness of his specificities, desires and capabilities. We take recourse to the theorists of teaching, like Eisner, Arnheim, Dewey and Read as a scientific contribution to the understanding of the student and his artistic experience and subsequent implications for their evolution and also the role of the teacher in education institutions in Portugal. It is also intended to alert to a consciousness about the aspects of praxis which relate not only to the development of the child, but also to the teaching practice and their current constraints.
The main purpose of this study was to investigate how teachers in art disciplines promote an education according to their own artistic conceptions, without taking into account the specific characteristics and life experiences of each student. The problematic arises from the realization and observation - which can put some obstacles in sharing the experience of the art itself and the teaching of the arts - that among all students there are different experiences of life and visual conceptions, as well as among teachers. It becomes urgent to consolidate in teaching a praxis that promotes personal and social development in a way that the student evolves within his environment according to a better awareness of his specificities, desires and capabilities. We take recourse to the theorists of teaching, like Eisner, Arnheim, Dewey and Read as a scientific contribution to the understanding of the student and his artistic experience and subsequent implications for their evolution and also the role of the teacher in education institutions in Portugal. It is also intended to alert to a consciousness about the aspects of praxis which relate not only to the development of the child, but also to the teaching practice and their current constraints.
Descrição
Orientação: José Bernardino Duarte
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, ENSINO, CRIAÇÃO ARTÍSTICA, EDUCAÇÃO ARTÍSTICA, VISUAL ARTS TEACHING, TEACHING, ARTISTIC CREATION, ARTISTIC EDUCATION