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O espaço sala de aula de Educação Visual e Educação Artística como atelier artístico
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| 5.49 MB | Adobe PDF |
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Abstract(s)
O presente Relatório Final de Estágio apresenta-se em duas partes complementares, sendo a primeira a Parte I, que consiste numa apreciação crítica sobre as práticas desenvolvidas no âmbito da Prática de Ensino Supervisionada, recorrendo aos elementos dos dossiês semestrais, e refletindo sobre as competências adquiridas no ensino das disciplinas de Educação Visual e Educação Tecnológica (2º CEB). Relativamente à Parte II, passa-se para a elaboração de um enquadramento teórico que investiga, situa e enquadra o espaço sala de aula como atelier artístico, desde a sua conceção espacial até aos materiais, de forma a se identificar de que forma se podem promover novas e inovadoras dinâmicas de aprendizagem através da sua transformação. Esta é uma investigação de natureza qualitativa, de carácter exploratório e descritivo, com recurso a instrumentos de recolha de dados que passam pela observação participante, entrevista semiestruturada e entrevistas em grupo. Com base nos objetivos iniciais , conclui-se que a transformação do espaço sala de aula como atelier artístico visa abrir caminhos para a implementação deste conceito nas escolas, de forma a dinamizar o ensino-aprendizagem. Através da interação com o espaço e com os materiais dispostos, importa estimular uma aprendizagem mais ativa e envolvente dos alunos, sendo o papel do professor essencial para este processo. Em contrapartida, manifestam-se ainda algumas dificuldades, tais como a resistência inicial à mudança do método tradicional de ensino, bem como a gestão do espaço físico para acomodar novas conceções de espaço. Ainda assim, o papel do atelier artístico destaca-se positivamente pela criação de um espaço mais colaborativo, flexível e funcional, essencialmente no contexto das disciplinas de Educação Visual e Educação Tecnológica.
The present Final Internship Report is presented in two complementary parts, the first being Part I, which consists of a critical assessment of the practices developed within the scope of Supervised Teaching Practice, using elements from the semester dossiers, and reflecting on the competencies acquired in teaching the subjects of Visual Education and Technological Education (2nd CEB). Regarding Part II, we move on to the elaboration of a theoretical framework that investigates, situates and frames the classroom space as an artistic studio, from its spatial design to materials, in order to identify how they can be promoted new and innovative learning dynamics through its transformation. This is a qualitative research, exploratory and descriptive in nature, using data collection instruments that involve participant observation, semi-structured interviews and group interviews. Based on the initial objectives, it is concluded that the transformation of the classroom space into an artistic studio aims to open paths for the implementation of this concept in schools, in order to boost teaching-learning. Through interaction with the space and the materials available, it is important to encourage more active and engaging student learning, with the teacher's role being essential to this process. In contrast, some difficulties still arise, such as initial resistance to changing the traditional teaching method, as well as the management of physical space to accommodate new conceptions of space. Even so, the role of the artistic studio stands out positively due to the creation of a more collaborative, flexible and functional space, essentially in the context of the subjects of Visual Education and Technological Education.
The present Final Internship Report is presented in two complementary parts, the first being Part I, which consists of a critical assessment of the practices developed within the scope of Supervised Teaching Practice, using elements from the semester dossiers, and reflecting on the competencies acquired in teaching the subjects of Visual Education and Technological Education (2nd CEB). Regarding Part II, we move on to the elaboration of a theoretical framework that investigates, situates and frames the classroom space as an artistic studio, from its spatial design to materials, in order to identify how they can be promoted new and innovative learning dynamics through its transformation. This is a qualitative research, exploratory and descriptive in nature, using data collection instruments that involve participant observation, semi-structured interviews and group interviews. Based on the initial objectives, it is concluded that the transformation of the classroom space into an artistic studio aims to open paths for the implementation of this concept in schools, in order to boost teaching-learning. Through interaction with the space and the materials available, it is important to encourage more active and engaging student learning, with the teacher's role being essential to this process. In contrast, some difficulties still arise, such as initial resistance to changing the traditional teaching method, as well as the management of physical space to accommodate new conceptions of space. Even so, the role of the artistic studio stands out positively due to the creation of a more collaborative, flexible and functional space, essentially in the context of the subjects of Visual Education and Technological Education.
Description
Keywords
Espaço Sala de Aula Atelier Artístico Educação Visual e Educação Tecnológica Space Classroom Artistic Studio Visual Education and Technological Education