Competências transversais do ensino artístico para os jovens do século XXI – investigação-ação numa turma de 7º ano
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2018
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A presente dissertação, de carácter exploratório, procura responder à questão de como é que o ensino das artes pode preparar os jovens de hoje para o desenvolvimento de competências para o futuro. Procedeu-se ao estudo do tema mediante uma investigação-ação em torno de duas unidades didáticas desenvolvidas. Com base numa revisão de literatura sobre as potencialidades do ensino das artes, considerou-se importante, ao longo das aulas, trabalhar com os alunos as seguintes dimensões: criatividade, interdisciplinaridade, autonomia e trabalho de grupo. Associado a estas competências esteve sempre presente o ambiente escolar e a motivação dos docentes e alunos, uma vez que se considera que estes são também fatores relevantes. Para além disso, ao trabalhar estas dimensões, que são interativas, fomentou-se o contacto com a comunidade escolar, proporcionando um melhor progresso e integração dos alunos como indivíduos na sociedade.
Nos dias de hoje, o ensino das artes assume um papel preponderante no desenvolvimento inteletual, crítico e criativo dos alunos. Assim, a introdução de novas estratégias na abordagem dos diferentes conteúdos programáticos, bem como a utilização duma metodologia projetual, fizeram emergir novas ideias, formulações e diferentes soluções no modo de fazer e pensar a arte.
Considera-se que a abordagem que foi desenvolvida e a forma como foi levada à prática, embora limitada ao período de um ano letivo, foram bastante produtivas e poderão fazer a diferença no futuro destes alunos, na medida que, ao desenvolver as dimensões estudadas nos alunos também se desenvolvem muitas outras como, a capacidade de reflexão, de aprender a ouvir e respeitar o outro, capacidade de autocrítica, aprender a conhecer e interpretar emoções, o conhecimento de si e maior facilidade em resolver problemas.
This dissertation, by means of a ‘hands on’ approach, seeks to answer the question of how arts education can prepare today’s young people for the development of skills to prepare them for the future. The subject was studied on an action-research pespective regarding the two didatic developed units. Based on the support documentation about the potential of arts education, it was considered important to work the following skills with the students on a working class environment: creativity, interdisciplinarity, autonomy and team work. Associated with these competences was always present the school environment and the teachers’ and the students’ motivation, since these are considered to be also relevant factors. In addition, by developing these interactive skills, the contact within the school community was promoted, providing a better performance and integration of students as individuals in the society. Nowadays, arts teaching assumes a preponderant role in the students' intellectual, critical and creative development. Thus, the introduction of new strategies in the approach of different programmatic contents, as well as the use of a project based methodology have allowed new ideas, formulations and different solutions on how to do and think art to emerge. Although limited to the period of a school year, it is considered that the approach that was developed and the means used to implement it were very productive and could make a difference in the future of these students. By developing the selected skills in the students, many other skils were developed such as, the ability to think, to learn, to listen and to respect others, to create the ability to self-critise, to know and interpret emotions, to improve one’s and to develop the ability to solve.problems.
This dissertation, by means of a ‘hands on’ approach, seeks to answer the question of how arts education can prepare today’s young people for the development of skills to prepare them for the future. The subject was studied on an action-research pespective regarding the two didatic developed units. Based on the support documentation about the potential of arts education, it was considered important to work the following skills with the students on a working class environment: creativity, interdisciplinarity, autonomy and team work. Associated with these competences was always present the school environment and the teachers’ and the students’ motivation, since these are considered to be also relevant factors. In addition, by developing these interactive skills, the contact within the school community was promoted, providing a better performance and integration of students as individuals in the society. Nowadays, arts teaching assumes a preponderant role in the students' intellectual, critical and creative development. Thus, the introduction of new strategies in the approach of different programmatic contents, as well as the use of a project based methodology have allowed new ideas, formulations and different solutions on how to do and think art to emerge. Although limited to the period of a school year, it is considered that the approach that was developed and the means used to implement it were very productive and could make a difference in the future of these students. By developing the selected skills in the students, many other skils were developed such as, the ability to think, to learn, to listen and to respect others, to create the ability to self-critise, to know and interpret emotions, to improve one’s and to develop the ability to solve.problems.
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Orientação: Maria Constança Pignateli de Sousa e Vasconcelos
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MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, ENSINO DA ARTE, CRIATIVIDADE, INTERDISCIPLINARIDADE, TRABALHO DE EQUIPA, MEIO ESCOLAR, DESENVOLVIMENTO DE COMPETÊNCIAS, VISUAL ARTS TEACHING, ART TEACHING, CREATIVITY, INTERDISCIPLINARITY, TEAM WORK, SCHOOL ENVIRONMENT, SKILLS DEVELOPMENT