| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Tese | 2.55 MB | Adobe PDF | ||
| Anexo | 497.88 KB | Adobe PDF | ||
| Apêndice 1 | 350.97 KB | Adobe PDF | ||
| Apêndice 2 | 59.88 KB | Adobe PDF | ||
| Apêndice 3 | 137.84 KB | Adobe PDF |
Authors
Abstract(s)
No ensino secundário, os alunos deverão adquirir e desenvolver um conjunto de competências que lhes concedam saberes e permitam atuar na sociedade atual que é designada por “sociedade do conhecimento”. Por isso, é à escola que compete adotar as estratégias necessárias para promover nos alunos a aquisição de conhecimento nas mais diversas áreas, incluindo a artística.
Nesse sentido, o presente relatório pretende apresentar um projeto de investigação realizado no âmbito do Mestrado em Ensino de Artes Visuais no 3º Ciclo do Ensino Básico e no Ensino Secundário, promovido pela Universidade da Beira Interior (Covilhã). Tem como propósito fundamental analisar a pedagogia e didática das Artes Visuais, no Ensino Secundário, defendendo e observando os contributos da “Proposta Triangular” que privilegia o contacto com a obra de arte, desenvolvida pela autora Ana Mae Barbosa. Essa proposta proporciona um ensino de arte fundamentado em três eixos de ação: fazer arte (desenvolve a criação), apreciar arte (análise da obra de arte) e conhecer arte (contextualização da imagem, história da arte).
Para isso foi desenvolvido um projeto de intervenção com os alunos de uma turma do ensino secundário da área das Artes Visuais, na Escola Secundária Campos Melo do concelho da Covilhã, onde se realizou a Prática de Ensino Supervisionado. Esta turma é constituída por vinte e cinco (25) alunos, de entre os quais catorze (14) estavam a frequentar a disciplina de opção de História e Cultura das Artes. Nas cinco sessões, do projeto de intervenção o Professor Estagiário responsabilizou-se por promover uma prática artística, assente num maior dinamismo cultural, proporcionando um desenvolvimento das competências específicas das Artes Visuais.
Gostaríamos, ainda, de realçar que a prática de ensino supervisionada não se restringiu apenas à lecionação na disciplina de Oficina de Artes. A prática de ensino teve, também, lugar na disciplina de Geometria Descritiva A.
In the upper secondary school, students should acquire and develop a set of skills which allow them to learn as well as become active citizens in society where knowledge is the most important added-valve. School plays a major role as far as it is the privileged place in which children and teenagers acquire and develop skills and knowledge in many areas, including the art education. We aim to present this report as a summary of the research project done for a PhD in Visual Art teaching in the lower and upper secondary school (Mestrado em Ensino de Artes Visuais no 3º Ciclo do Ensino Básico e no Ensino Secundário) in Beira Interior University (Covilhã). It aims to examine the pedagogy and didactic methods of visual Arts in the upper secondary school system, by observing and defending the contributions of the "Triangular Approach" (Proposta Triangular) with privileges the real contact with the art. This approach has been developed by Ana Mae Barbosa, it is very innovative as it provides the teachers and students which an active teaching and learning methodology based in three action pillars: learning art (art history and image context), appreciate art (examining the art artwork) and creating art (developing a creative art). . The Triangular Approach, by Ana Mae Barbosa, has been implanted as active teaching pedagogy in upper secondary class of Visual Arts, in the upper Secondary School Campos Melo in the country of Covilhã. In fact there has been educational project in Supervised Teaching Practice, with the subject of a twenty-five (25) students class, for which fourteen (14) students followed History of Culture and Arts. In the five sections of the intervention project, the probationary teacher was the main “actor” in promoting the artistic practice, based on a great cultural dynamism which allowed the students with the unique opportunity to develop specific Visual Arts. We would also like to emphasize that the supervised teaching practice was not restricted only to the discipline of Arts Workshop. The teaching practice was also held in the discipline of Descriptive Geometry A.
In the upper secondary school, students should acquire and develop a set of skills which allow them to learn as well as become active citizens in society where knowledge is the most important added-valve. School plays a major role as far as it is the privileged place in which children and teenagers acquire and develop skills and knowledge in many areas, including the art education. We aim to present this report as a summary of the research project done for a PhD in Visual Art teaching in the lower and upper secondary school (Mestrado em Ensino de Artes Visuais no 3º Ciclo do Ensino Básico e no Ensino Secundário) in Beira Interior University (Covilhã). It aims to examine the pedagogy and didactic methods of visual Arts in the upper secondary school system, by observing and defending the contributions of the "Triangular Approach" (Proposta Triangular) with privileges the real contact with the art. This approach has been developed by Ana Mae Barbosa, it is very innovative as it provides the teachers and students which an active teaching and learning methodology based in three action pillars: learning art (art history and image context), appreciate art (examining the art artwork) and creating art (developing a creative art). . The Triangular Approach, by Ana Mae Barbosa, has been implanted as active teaching pedagogy in upper secondary class of Visual Arts, in the upper Secondary School Campos Melo in the country of Covilhã. In fact there has been educational project in Supervised Teaching Practice, with the subject of a twenty-five (25) students class, for which fourteen (14) students followed History of Culture and Arts. In the five sections of the intervention project, the probationary teacher was the main “actor” in promoting the artistic practice, based on a great cultural dynamism which allowed the students with the unique opportunity to develop specific Visual Arts. We would also like to emphasize that the supervised teaching practice was not restricted only to the discipline of Arts Workshop. The teaching practice was also held in the discipline of Descriptive Geometry A.
Description
Keywords
Artes visuais - Prática de ensino supervisionada Educação artística - Artes visuais Educação artística - Estágio pedagógico Geometria descritiva Oficina de artes Obra de arte
Pedagogical Context
Citation
Publisher
Universidade da Beira Interior