| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 55.83 MB | Adobe PDF |
Authors
Abstract(s)
O Desenho Linear, antepassado da Expressão e Educação Plástica (EEP), tem vindo a ser objecto de estudos graças a trabalhos relevantes na área. Com a presente investigação pretendemos efectuar a análise histórica da disciplina de EEP, com o objectivo de reproduzir o seu percurso curricular. Considerando que os estudos efectuados neste âmbito se têm focado no ensino liceal, através de uma pesquisa documental, procuraremos colmatar a lacuna historiográfica existente nesta área, no que se refere ao Desenho e à EEP no ensino primário/1º Ciclo do Ensino Básico.
A questão de partida que se impôs foi: Como surgiu a disciplina de EEP no ensino primário português (EPP)? Esta problemática, cuja amplitude recai sobre a ascendência curricular da EEP, para ser resolvida tem de ser desdobrada noutras questões: Qual o percurso legal das disciplinas de Desenho e Trabalhos Manuais (TM) até à EEP no EPP? Que metodologias e práticas pedagógicas eram aplicadas no âmbito destas disciplinas? Qual a evolução da avaliação de Desenho dentro do período mencionado, e qual o seu impacto curricular? Como era feita a avaliação? Que tipo de enunciados eram propostos nos exames e provas nacionais de Desenho no EPP? Quais são os critérios de avaliação, e respectivas mutações no plano temporal? Qual a influência destes trâmites na concepção da EEP?
Procurámos fazer emergir realidades que ainda não foram alcançadas - perscrutar o lugar do Desenho no EPP é não só depararmo-nos com a evolução nominal de uma disciplina, como constatarmos que esta díade Desenho/TM se fundiu para se metamorfosear em Expressão Plástica (EP), verificando incongruências entre o instituído e o posto em prática.
Esta investigação permitiu-nos perceber como nasce uma disciplina, qual o seu lugar nos momentos de avaliação, e verificar como a sua trajectória espelha as políticas que vigoravam paralelamente. Deste percurso curricular, a principal conclusão é que o Desenho e os TM foram tidos como meros auxiliares de outras disciplinas.
Linear Drawing, the ancestor of Expression and Plastic Education (EPE), has recently been subject to relevant works in the field. With the present investigation, we aim to analyze historically EPE, in order to reproduce its curricular course. Attending to the fact that studies have focused mainly on high-school teaching, we'll fill this historical gap through documental research concerning Drawing and EPE at Elementary School (ES) level. The initial question was: How did the EPE subject appear at ES in Portugal? This issue in order to be understood must be unfolded by many other questions: What was the legal course of previous subjects, such as Drawing and Hand Labors (HL), that brought EPE to ES? Which methodologies and pedagogic practices were used? How Drawing evaluation evolved, and what was its curricular impact? How the evaluation was performed? What kind of question sheets were used in Drawing national exams at ES? Which were the evaluation criteria and their mutations along the years? Did these procedures influenced the conception of EPE? We tried to reveal realities that have not yet been achieved, for to peer Drawing's place in ES is not only to find nominal evolution of a subject, but to verify that this dyad Drawing/HL has merged to transform to Plastic Expression, showing along the way incongruities between what was decreed and what was put to practice. The present investigation allowed us to understand how a subject is born, as well its place in evaluation moments, verifying that its route mirrors politics that were being enforced at the time. From this curricular course, we conclude that Drawing and HL were merely subsidiaries of other subjects.
Linear Drawing, the ancestor of Expression and Plastic Education (EPE), has recently been subject to relevant works in the field. With the present investigation, we aim to analyze historically EPE, in order to reproduce its curricular course. Attending to the fact that studies have focused mainly on high-school teaching, we'll fill this historical gap through documental research concerning Drawing and EPE at Elementary School (ES) level. The initial question was: How did the EPE subject appear at ES in Portugal? This issue in order to be understood must be unfolded by many other questions: What was the legal course of previous subjects, such as Drawing and Hand Labors (HL), that brought EPE to ES? Which methodologies and pedagogic practices were used? How Drawing evaluation evolved, and what was its curricular impact? How the evaluation was performed? What kind of question sheets were used in Drawing national exams at ES? Which were the evaluation criteria and their mutations along the years? Did these procedures influenced the conception of EPE? We tried to reveal realities that have not yet been achieved, for to peer Drawing's place in ES is not only to find nominal evolution of a subject, but to verify that this dyad Drawing/HL has merged to transform to Plastic Expression, showing along the way incongruities between what was decreed and what was put to practice. The present investigation allowed us to understand how a subject is born, as well its place in evaluation moments, verifying that its route mirrors politics that were being enforced at the time. From this curricular course, we conclude that Drawing and HL were merely subsidiaries of other subjects.
Description
Keywords
Expressão Plástica Desenho Trabalhos Manuais Avaliação