Cidadania, criatividade e empatia: o projeto zoohumano como abordagem interdisciplinar em sala de aula
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2023
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Partindo das relações humanas e da relação pedagógica entre professor-aluno, que se desenvolve por meio da confiança e do diálogo, focamos o presente projeto de investigação-ação no âmbito do diálogo entre disciplinas.
Desse cruzamento de saberes procura-se entender de que forma a metodologia projetual fomenta a criatividade, motiva os alunos e desenvolve sentimentos empáticos em correlação com os conteúdos programáticos da disciplina de Educação Visual. Desse modo, a partir da observação empírica das relações intra e inter pessoais, assim como da atitude dos alunos perante o trabalho desenvolvido, tenta-se decifrar os conceitos discriminados no enquadramento teórico e desenvolver o Projeto ‘ZooHumano’ assente numa Metodologia Projetual.
Na parte empírica, comparam-se e analisam-se dados recolhidos na prática de ensino supervisionada na Escola D. Filipa de Lencastre com duas turmas de 9 ano de escolaridade, que refletem esta aprendizagem associada ao pensamento divergente, criativo, crítico e estético.
Parte-se, por isso, desse decifrar das competências adquiridas através da abordagem de vários conteúdos interdisciplinares, em sala de aula, com o intuito de se comprovar que a metodologia projetual melhora o ensino-aprendizagem. No decorrer do desenvolvimento do projeto adaptam-se estratégias à constante volubilidade da turma, que permitem pensar o desenho como um modo de ver e de estar.
Deste modo, inserida num contexto de prática supervisionada, procura-se compreender como se posiciona a disciplina de Educação Visual no currículo escolar assim como a predisposição dos alunos para a mesma.
Palavras-Chave: educação visual; criatividade; metodologia projetual; motivação, empatia
Starting from human relationships and the pedagogical relation between teacher and student, which develops through trust and dialogue, we focus the present action-research project in the context of dialogue between disciplines. From this intersection of knowledge, we sought to understand how the design methodology fosters creativity, motivates students and develops empathetic feelings in interconnection to the syllabus of the Visual Education discipline. Thus, from the empirical observation of intra and inter personal relationships, as well as the students' attitude towards the work developed, an attempt is made to decode the concepts discriminated in the theoretical framework and to develop the 'Human Zoo' Project based on a Project Methodology. In the empirical part, data collected in supervised teaching at Escola D. Filipa de Lencastre are compared and analyzed with two 9th grade classes, which reflect this learning associated with divergent, creative, critical and aesthetic thinking. Therefore, it starts with deciphering the skills acquired through the approach of various interdisciplinary contents in the classroom, with the aim of verifying that the design methodology improves teaching-learning. During the development of the project, strategies are adapted to the constant volatility of the class, which allow thinking of drawing as a way of seeing and being. In this way, inserted in a context of supervised practice, the aim is to understand how the subject of Visual Education is positioned in the school curriculum, as well as the students' predisposition for it. Keywords: visual education; creativity; design methodology; motivation, empathy
Starting from human relationships and the pedagogical relation between teacher and student, which develops through trust and dialogue, we focus the present action-research project in the context of dialogue between disciplines. From this intersection of knowledge, we sought to understand how the design methodology fosters creativity, motivates students and develops empathetic feelings in interconnection to the syllabus of the Visual Education discipline. Thus, from the empirical observation of intra and inter personal relationships, as well as the students' attitude towards the work developed, an attempt is made to decode the concepts discriminated in the theoretical framework and to develop the 'Human Zoo' Project based on a Project Methodology. In the empirical part, data collected in supervised teaching at Escola D. Filipa de Lencastre are compared and analyzed with two 9th grade classes, which reflect this learning associated with divergent, creative, critical and aesthetic thinking. Therefore, it starts with deciphering the skills acquired through the approach of various interdisciplinary contents in the classroom, with the aim of verifying that the design methodology improves teaching-learning. During the development of the project, strategies are adapted to the constant volatility of the class, which allow thinking of drawing as a way of seeing and being. In this way, inserted in a context of supervised practice, the aim is to understand how the subject of Visual Education is positioned in the school curriculum, as well as the students' predisposition for it. Keywords: visual education; creativity; design methodology; motivation, empathy
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Orientação: Maria João Nunes dos Santos Castel-Branco da Silveira
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MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, EDUCAÇÃO VISUAL, CRIATIVIDADE, MOTIVAÇÃO, EMPATIA, VISUAL ARTS TEACHING, VISUAL EDUCATION, CREATIVITY, MOTIVATION, EMPATHY