As artes indisciplinadas : uma abordagem líquida ao estudo da figura humana
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Data
2022
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Nos últimos anos vivemos grandes desafios à escala global que colocaram ao sistema de
ensino, à escola e aos docentes diversos constrangimentos que obrigaram todos os
intervenientes a adaptarem-se. Assim a necessidade, de refletirmos sobre as práticas
pedagógicas numa modernidade cada vez mais “líquida” para usar a expressão de Bauman
(2000), conduz-nos a testar a riqueza e a fluidez da linguagem artística nas suas diversas
dimensões nomeadamente, que contributo podem ter as artes performativas para o ensino das
artes visuais. Também a reflexão sobre a importância do bem-estar emocional durante o ERE
(Ensino Remoto de Emergência), e as particularidades da configuração do ensino à distância
foram condicionantes que tentámos integrar no desenvolvimento da prática pedagógica.
O trabalho que se apresenta resulta da Prática de Ensino Supervisionada realizada na
Escola Maria Amália Vaz de Carvalho no ano letivo de 2020/2021, no âmbito do Mestrado em
Ensino das Artes Visuais na disciplina de Desenho A, com uma turma de 11º ano do ensino
secundário. A investigação incide sobre o desenvolvimento de uma unidade didática que aborda
os elementos essenciais e estruturantes do ensino do desenho da figura humana. A metodologia
principal que conduziu a pesquisa foi a investigação-ação.
Consideramos, que apesar de se tratar de um estudo exploratório, a abordagem
diversificada das linguagens plásticas ao longo do período de ERE permitiu que os alunos se
mantivessem empenhados no desenvolvimento das atividades, assim como resultados criativos
e diversificados nas propostas feitas. A alteração do locus de controlo, (habitualmente centrado
no professor) a promoção da autonomia e o recurso a estratégias de apoio, às quais os alunos
se podiam recorrer de forma autónoma, foram os principais desafios que se colocaram no ensino
à distância.
In recent years we have experienced major challenges on a global scale that have placed on the education system, the school and teachers had several constraints that forced all stakeholders to adapt. Thus, the need to reflect on pedagogical practices in an increasingly "liquid" modernity, to use Bauman's (2000) expression, leads us to test the richness and fluidity of artistic language in its various dimensions, namely, what contribution can the performing arts have for the teaching of visual arts. Also, the reflection on the importance of emotional well-being during the ERL (Emergency Remote Learning), and the particularities of the distance learning configuration were conditioning factors that we tried to integrate in the development of the pedagogical practice. The work synthesized in this dissertation results from the supervised teaching practice carried out at Escola Maria Amália Vaz de Carvalho in the school year 2020/2021, in the scope of the master’s in visual arts teaching in the discipline of Drawing with an 11th grade high school class. The research focuses on the development of a teaching unit that addresses the essential and structuring elements of the teaching of drawing of the human figure. The main methodology that conducted the research was action-research. We believe that, despite being an exploratory study, the diversified approach to the plastic languages throughout the period of SRE allowed students to remain engaged in the development of the activities, as well as creative and diverse results in the proposals made. The change of locus of control (usually teacher-centered), the promotion of autonomy and the use of support strategies that students could use autonomously were the main challenges in distance learning.
In recent years we have experienced major challenges on a global scale that have placed on the education system, the school and teachers had several constraints that forced all stakeholders to adapt. Thus, the need to reflect on pedagogical practices in an increasingly "liquid" modernity, to use Bauman's (2000) expression, leads us to test the richness and fluidity of artistic language in its various dimensions, namely, what contribution can the performing arts have for the teaching of visual arts. Also, the reflection on the importance of emotional well-being during the ERL (Emergency Remote Learning), and the particularities of the distance learning configuration were conditioning factors that we tried to integrate in the development of the pedagogical practice. The work synthesized in this dissertation results from the supervised teaching practice carried out at Escola Maria Amália Vaz de Carvalho in the school year 2020/2021, in the scope of the master’s in visual arts teaching in the discipline of Drawing with an 11th grade high school class. The research focuses on the development of a teaching unit that addresses the essential and structuring elements of the teaching of drawing of the human figure. The main methodology that conducted the research was action-research. We believe that, despite being an exploratory study, the diversified approach to the plastic languages throughout the period of SRE allowed students to remain engaged in the development of the activities, as well as creative and diverse results in the proposals made. The change of locus of control (usually teacher-centered), the promotion of autonomy and the use of support strategies that students could use autonomously were the main challenges in distance learning.
Descrição
Orientação: Maria Constança Pignateli de Sosa e Vasconcelos
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, DESENHO DA FIGURA HUMANA, ENSINO À DISTÂNCIA, VISUAL ARTS TEACHING, HUMAN FIGURE, DISTANCE LEARNING