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A pertinência da disciplina de Educação Visual no segundo ciclo – perceções de professores, alunos e encarregados de educação
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O presente Relatório Final de Estágio articula duas vertentes fundamentais: a prática de ensino supervisionada e o desenvolvimento de um projeto de Investigação-Ação, centrado na valorização da disciplina de Educação Visual, no 2.º ciclo do ensino básico.
Esta investigação procurou compreender as perceções dos professores, alunos e encarregados de educação relativamente ao papel da Educação Visual no desenvolvimento artístico, crítico e pessoal dos alunos, bem como o impacto de estratégias pedagógicas participativas na motivação e no envolvimento destes.
A revisão de literatura explorou contributos teóricos ligados à educação artística, ao envolvimento parental e ao desenvolvimento de competências criativas, estacando autores como Eisner (2004), Figueiredo (2011) e Silva (2019). Foram ainda integradas reflexões sobre a importância do diálogo escola-família, relacionando com perspetivas de Oliveira & Marinho-Araújo (2010), AEEEC (2019), Morgado et al. (2020), e OCDE (2024).
Metodologicamente, adotou-se a abordagem de Investigação-Ação, com recolha de dados a partir da aplicação de questionários a professores de Educação Visual, alunos e encarregados de educação, bem como da análise de três atividades artístico-pedagógicas implementadas em contexto de estágio. As atividades, com inspiração em referências como Basquiat, Miró e a prática colaborativa, promoveram a expressão individual, a ligação à cultura visual e a partilha com os Encarregados de Educação, através de ferramentas digitais como o Padlet.
Os resultados revelam que, apesar de a disciplina ser por vezes desvalorizada no contexto escolar e familiar, intervenções pedagógicas bem estruturadas e emocionalmente significativas têm o potencial de aumentar o interesse dos alunos, fortalecer a comunicação com as famílias e afirmar o valor da Educação Visual no currículo. A investigação aponta ainda para a necessidade de reforçar o reconhecimento institucional e social das áreas artísticas enquanto motores do desenvolvimento integral.
This Final Internship Report brings together two core components: the supervised teaching practice and the development of an Action Research project, focused on the valorization of the Visual Education subject, in the 2nd cycle of basic education. This research aimed to understand the perceptions of teachers, students, and parents regarding the role of Visual Education in the artistic, critical, and personal development of students, as well as the impact of participatory pedagogical strategies on their motivation and engagement. The literature review explored theoretical contributions related to arts education, parental involvement, and the development of creative skills, highlighting authors such as Eisner (2004), Figueiredo (2011), and Silva (2019). Reflections on the importance of schoolfamily dialogue were also integrated, drawing on perspectives from Oliveira & MarinhoAraújo (2010), AEEEC (2019), Morgado et al. (2020), and OCDE (2024). Methodologically, a mixed-method Action Research approach was adopted. Data were collected through questionnaires administered to Visual Education teachers, students, and parents, as well as through the analysis of three artistic-pedagogical activities implemented during the internship. The activities, inspired by references such as Basquiat, Miró, and collaborative practices, promoted individual expression, connection to visual culture, and sharing with family through digital tools like Padlet. The results show that, although the subject is sometimes undervalued within school and family contexts, well-structured and emotionally meaningful pedagogical interventions have the potential to increase students' interest, strengthen communication with families, and affirm the value of Visual Education in the school curriculum. The research also highlights the need to enhance the institutional and social recognition of artistic subjects as key drivers of holistic development.
This Final Internship Report brings together two core components: the supervised teaching practice and the development of an Action Research project, focused on the valorization of the Visual Education subject, in the 2nd cycle of basic education. This research aimed to understand the perceptions of teachers, students, and parents regarding the role of Visual Education in the artistic, critical, and personal development of students, as well as the impact of participatory pedagogical strategies on their motivation and engagement. The literature review explored theoretical contributions related to arts education, parental involvement, and the development of creative skills, highlighting authors such as Eisner (2004), Figueiredo (2011), and Silva (2019). Reflections on the importance of schoolfamily dialogue were also integrated, drawing on perspectives from Oliveira & MarinhoAraújo (2010), AEEEC (2019), Morgado et al. (2020), and OCDE (2024). Methodologically, a mixed-method Action Research approach was adopted. Data were collected through questionnaires administered to Visual Education teachers, students, and parents, as well as through the analysis of three artistic-pedagogical activities implemented during the internship. The activities, inspired by references such as Basquiat, Miró, and collaborative practices, promoted individual expression, connection to visual culture, and sharing with family through digital tools like Padlet. The results show that, although the subject is sometimes undervalued within school and family contexts, well-structured and emotionally meaningful pedagogical interventions have the potential to increase students' interest, strengthen communication with families, and affirm the value of Visual Education in the school curriculum. The research also highlights the need to enhance the institutional and social recognition of artistic subjects as key drivers of holistic development.
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Educação Visual Investigação-Ação Valorização do Ensino Artístico Envolvimento Parental Expressão Visual Visual Education Action Research Artistic Education Valorization Parental Involvement Visual Expression