Motivação na sala de aula de adolescentes com dificuldades de adaptação
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2013
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A presente investigação, desenvolvida com três estudos de caso, tem como objectivo
reflectir sobre a motivação, na sala de aula, de adolescentes com dificuldades de adaptação,
assim como, a influência que as Artes Visuais podem ter no processo ensino-aprendizagem
possibilitando aos alunos superar dificuldades, agindo e transformando o mundo que os
rodeia.
É durante a adolescência que os jovens formam a sua personalidade e individualidade
e é, também, o período em que as drogas, a sexualidade e a violência física se fazem mais presentes. Tais perturbações têm um impacto muito grande na saúde física e mental do
adolescente, deixando marcas no seu desenvolvimento e danos que podem persistir por toda
vida.
Neste sentido, as práticas de ensino dos professores e as relações interpessoais com os
alunos são apontados como factores potencialmente poderosos, que influenciam o adolescente
na motivação e no desempenho (Arends, 1995). São propostas um conjunto de estratégias
integradas no processo de ensino/aprendizagem, que fomentem o desenvolvimento da própria motivação dos alunos, ajudando-os a construir objectivos ou a adoptar os objectivos
propostos, ajustando as actividades de sala de aula em estruturas estratégicas, de meios para
atingir os fins, sustentando não só a motivação para as tarefas escolares, como também
promovendo nos alunos o desenvolvimento da própria motivação e a consequente capacidade de orientação para a vida em sociedade (Lemos, 2005).
As estratégias têm como base a educação artística, em particular a experimentação,
através da absorção do sentir, pensar e agir, construindo um conjunto de saberes e cultivando
talentos. Desta forma, os alunos descobrem como maximizar as suas capacidades,
desenvolvendo a autoconfiança, o espírito crítico e a livre iniciativa, construindo de forma
segura a sua personalidade (Fowler, 1996).
The aim of this investigation, which was developed with three case studies, is to reflect on the motivation of teenagers with adaptation difficulties in the classroom, as well as on the influence that visual arts can have on the teaching-learning process allowing the students to overcome difficulties by acting and transforming the world around them. It is during adolescence that young people shape their personality and individuality and that is also the period in which drugs, sexuality and physical violence are more present. These disorders have a huge impact on the teenagers’ physical and mental health, leaving marks in their development as well as damages that may last their entire life. In this sense, the teachers’ teaching practices and the interpersonal relations with the students are cited as potentially powerful factors that influence the adolescent’s motivation and performance (Arends, 1995). A series of strategies integrated in the teaching-learning process is proposed which will foster the development of the students’ motivation, helping them defining objectives or adopting the objectives proposed by adjusting the classroom activities in strategic structures of means to an end, therefore sustaining not only the motivation towards school assignments but also promoting in the students the development of motivation and the consequent ability to guide their life in society (Lemos, 2005). The strategies are based on artistic education, especially experimentation, through the absorption of feeling, thinking and acting and thus building expertise and fostering talents. In this way, students learn out to maximize their capacities by developing self-confidence, critical thinking and free enterprise thus safely building their personality (Fowler, 1996).
The aim of this investigation, which was developed with three case studies, is to reflect on the motivation of teenagers with adaptation difficulties in the classroom, as well as on the influence that visual arts can have on the teaching-learning process allowing the students to overcome difficulties by acting and transforming the world around them. It is during adolescence that young people shape their personality and individuality and that is also the period in which drugs, sexuality and physical violence are more present. These disorders have a huge impact on the teenagers’ physical and mental health, leaving marks in their development as well as damages that may last their entire life. In this sense, the teachers’ teaching practices and the interpersonal relations with the students are cited as potentially powerful factors that influence the adolescent’s motivation and performance (Arends, 1995). A series of strategies integrated in the teaching-learning process is proposed which will foster the development of the students’ motivation, helping them defining objectives or adopting the objectives proposed by adjusting the classroom activities in strategic structures of means to an end, therefore sustaining not only the motivation towards school assignments but also promoting in the students the development of motivation and the consequent ability to guide their life in society (Lemos, 2005). The strategies are based on artistic education, especially experimentation, through the absorption of feeling, thinking and acting and thus building expertise and fostering talents. In this way, students learn out to maximize their capacities by developing self-confidence, critical thinking and free enterprise thus safely building their personality (Fowler, 1996).
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Orientação : Sara Bahia
Palavras-chave
ENSINO DE ARTES VISUAIS, VISUAL ARTS EDUCATION, MOTIVAÇÃO, MOTIVATION, DIFICULDADES DE APRENDIZAGEM, LEARNING DISABILITIES, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO