Barco parado não faz viagem . práticas específicas do desenho sem referente visual
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2017
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O presente relatório, elaborado no âmbito do Mestrado em Ensino de Artes Visuais no
3º Ciclo do Ensino Básico e no Ensino Secundário, compreende a descrição pormenorizada
e justificada das práticas desenvolvidas em sala de aula no âmbito da cadeira de Prática de
Ensino Supervisionada, em duas turmas do 8º ano, com a orientação pedagógica da docente
da disciplina.
Nasce da possibilidade de relacionar práticas contemporâneas do desenho para o desenvolvimento
criativo dos alunos, através de um conjunto alargado de experiências voltadas
para a interpretação de obras literárias. Mais concretamente, o projeto de investigação
procura explorar o modo como a produção gráfica de um conjunto de alunos do Agrupamento
de Escolas D. Filipa de Lencastre em Lisboa poderá incentivar a leitura e interpretação de
obras literárias, e simultaneamente estimular o reconhecimento de objetos e ideias independentemente
da sua presença física ou imediata. Centra-se no modo como a experiência do
desenho poderá incentivar o desenvolvimento de diferentes processos de leitura e interpretação
dos estudantes, e seguidamente, o que deriva dessa experiência que possa ser aplicável
na estruturação de uma proposta de ação pedagógica diferenciada para o ensino do
desenho.
No âmbito deste estudo estivemos cerca de quatro meses em trabalho de sala de aula,
em contato direto com as duas turmas que estabeleceram a unidade de análise de investigação.
Os dados foram recolhidos através de diversas técnicas e meios, privilegiando uma
abordagem metodológica qualitativa que valoriza a capacidade expressiva do desenho, o
conhecimento que se dá através da ação, a sensibilidade e capacidade para lidar com o
imprevisto e a experimentação sem receio. Os fenómenos são descritos de forma exploratória
e descritiva, e a informação recolhida desdobra-se sob a forma de questionário, grelhas
de observação das aulas, produção gráfica dos estudantes e fichas de autoavaliação.
Por último, poderá afirmar-se que a presente investigação coloca a descoberto a grande
potencialidade do desenho contribuir para o desenvolvimento de alunos ativos e com
capacidade crítica, capazes de trabalhar sobre ideias, palavras e conceitos próprios.
This report, prepared within the context of the Master's Degree in Visual Arts Teaching in the 3rd Cycle of Basic Education and Secondary Education, comprises a detailed and justified description of the classroom practices developed in the class of Supervised Teaching Practice. It involves two 8th grade classes and the pedagogical supervision provided by the teacher of the subject. It arose out of the possibility of connecting contemporary practices of drawing towards the creative development of students, through a wide range of experiences directed at the interpretation of literary works. More specifically, the research project seeks to explore how the graphic production of a group of students from the D. Filipa de Lencastre Schools Group in Lisbon could encourage the reading and interpretation of literary works and, at the same time, stimulate the recognition of objects and ideas regardless of their physical or immediate presence. It is focused on how the experience of drawing can encourage the development of different processes of reading and interpretation by students. Afterwards, the results from this experiment may be useful to construct a differentiated pedagogical action proposal for the teaching of drawing. Within the framework of this study we spent about four months doing classroom work in direct contact with the three classes that comprised the research analysis unit. The data were collected through the use of several techniques and means, favouring a qualitative methodological approach that values the expressiveness of drawing, the knowledge that can be perceived through action, the sensitivity and ability to deal with the unexpected and the possibility of experimenting without fear. The phenomena are described in an exploratory and descriptive way, and the information collected resulted from a questionnaire, class observation grids, graphical production by students and self-evaluation sheets. In conclusion, one can state that this research reveals the enormous potential of drawing as a contributing fator to the development of ative and critical students capable of working on their own ideas, words and concepts.
This report, prepared within the context of the Master's Degree in Visual Arts Teaching in the 3rd Cycle of Basic Education and Secondary Education, comprises a detailed and justified description of the classroom practices developed in the class of Supervised Teaching Practice. It involves two 8th grade classes and the pedagogical supervision provided by the teacher of the subject. It arose out of the possibility of connecting contemporary practices of drawing towards the creative development of students, through a wide range of experiences directed at the interpretation of literary works. More specifically, the research project seeks to explore how the graphic production of a group of students from the D. Filipa de Lencastre Schools Group in Lisbon could encourage the reading and interpretation of literary works and, at the same time, stimulate the recognition of objects and ideas regardless of their physical or immediate presence. It is focused on how the experience of drawing can encourage the development of different processes of reading and interpretation by students. Afterwards, the results from this experiment may be useful to construct a differentiated pedagogical action proposal for the teaching of drawing. Within the framework of this study we spent about four months doing classroom work in direct contact with the three classes that comprised the research analysis unit. The data were collected through the use of several techniques and means, favouring a qualitative methodological approach that values the expressiveness of drawing, the knowledge that can be perceived through action, the sensitivity and ability to deal with the unexpected and the possibility of experimenting without fear. The phenomena are described in an exploratory and descriptive way, and the information collected resulted from a questionnaire, class observation grids, graphical production by students and self-evaluation sheets. In conclusion, one can state that this research reveals the enormous potential of drawing as a contributing fator to the development of ative and critical students capable of working on their own ideas, words and concepts.
Descrição
Orientação: Maria Constança Pignateli de Sousa e Vasconcelos
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, CRIATIVIDADE, ENSINO DA ARTE, DESENHO, ILUSTRAÇÃO, NARRATIVA VISUAL, VISUAL ARTS TEACHING, CREATIVITY, ILLUSTRATION, VISUAL NARRATIVE