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Relatório Final de Estágio A Educação Visual e a Educação Tecnológica no despertar de hábitos de leitura
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| 16.63 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente Relatório Final de Estágio, desenvolvido no âmbito do Mestrado em Ensino de Educação Visual e Tecnológica no Ensino Básico (MEEVTEB) da Escola Superior de Educação de Viseu (ESEV), proporcionou uma formação e qualificação profissional robusta para a prática docente. Este documento está organizado em duas secções complementares. A primeira secção dedica-se à reflexão crítica sobre as Práticas de Ensino Supervisionadas I (PES I), II (PES II) e III (PES III). Essas práticas permitiram uma imersão profunda nas atividades pedagógicas, onde a observação, a participação e a reflexão crítica sobre as dinâmicas de sala de aula foram essenciais para a construção de uma identidade docente sólida. A segunda secção descreve o projeto de investigação que teve como objeto de estudo a questão central: em que medida as disciplinas de Educação Visual e Educação Tecnológica podem despertar hábitos de leitura nos alunos? Para responder a esta pergunta, foram traçados objetivos específicos e realizada uma revisão da literatura sobre o tema, definindo conceitos, pedagogias e metodologias ativas lecionadas na expressão artística no 2º ciclo, com o intuito de contribuir para o despertar dos hábitos de leitura. A metodologia de investigação escolhida reflete o grande desafio implícito no tema de estudo, uma vez que procuramos, através da arte, promover a consciencialização e mudança de um comportamento social. Optou-se pela investigação-ação baseada na arte, seguindo um modelo de investigação artística conhecido como a/r/tograpia. Este método permitiu uma participação ativa dos alunos em todo o processo, bem como uma diversidade na recolha de dados. O estudo foi realizado na PES III, com a implementação de um Projeto de Intervenção Artística e Tecnológica, uma unidade de trabalho interdisciplinar com as disciplinas de Educação Visual (EV) e Educação Tecnológica (ET), denominado "Narrativas Visuais". Através da Gamificação, Magic Art’s Game, procurou-se transformar a sala de aula num espaço dinâmico, motivador e personalizado. Para a realização das atividades, foi selecionado o conto "A Menina do Mar" da ilustre autora Sophia de Mello Breyner Andresen. Através deste conto, foi possível explorar a ligação entre literacia visual e leitura, duas linguagens essenciais para o desenvolvimento pedagógico na arte, enquanto forma de expressão universal e para a formação psicossocial dos alunos. Este estudo culminou com a análise dos dados recolhidos e conclusões, demonstrando que a integração da literacia visual e das tecnologias digitais nas práticas pedagógicas incentiva hábitos de leitura, promove uma aprendizagem significativa e envolve os alunos.
The present Final Internship Report, developed within the scope of the Master’s Degree in Teaching Visual and Technological Education in Basic Education (MEEVTEB) at the School for Superior Education of Viseu (ESEV), provided a strong professional training and qualification for teaching. This document is organized in two complementary sections. The first section is dedicated to critical reflection on the Supervised Teaching Practices I (PES I), II (PES II), and III (PES III). These practices allowed a deep immersion in pedagogical activities, where observation, participation, and critical reflection on classroom dynamics were essential for building a strong teaching identity. The second section describes the research project focused on the central question: to what extent can Visual Education and Technological Education subjects awaken reading habits in students? To answer this question, specific objectives were outlined and a literature review on the topic was conducted, defining concepts, pedagogies, and active methodologies taught in artistic expression in middle school, aiming to contribute to the awakening of reading habits. The chosen research methodology reflects the significant challenge implicit in the focused topic, where we promote awareness and change in social behaviour through art. Art-Based Action Research (ABAR) was chosen following an artistic research model known as A/R/Tography. This method allowed for active participation of students throughout the process, as well as diversity in the collection of scientific data, culminating in the analysis and final conclusions, providing a comprehensive view on the impact of Visual Education and Technological Education subjects on promoting reading habits. The study was conducted in PES III, with the implementation of an Artistic and Technological Intervention Project, an interdisciplinary work unit with the subjects of Visual Education (EV) and Technological Education (ET), called "Visual Narratives". Through Gamification, Magic Art's Game, the aim was to transform the classroom into a dynamic, motivating and personalized space. The story "A Menina do Mar" by the illustrious author Sophia de Mello Breyner Andresen was selected for the activities. Through this story, it was possible to explore the connection between visual literacy and reading, two essential languages for pedagogical development in art, as a form of universal expression and for the psychosocial formation of students. This study culminated in the analysis of the collected data and conclusions, demonstrating that the integration of visual literacy and digital technologies in pedagogical practices encourages reading habits, promotes meaningful learning and engages students.
The present Final Internship Report, developed within the scope of the Master’s Degree in Teaching Visual and Technological Education in Basic Education (MEEVTEB) at the School for Superior Education of Viseu (ESEV), provided a strong professional training and qualification for teaching. This document is organized in two complementary sections. The first section is dedicated to critical reflection on the Supervised Teaching Practices I (PES I), II (PES II), and III (PES III). These practices allowed a deep immersion in pedagogical activities, where observation, participation, and critical reflection on classroom dynamics were essential for building a strong teaching identity. The second section describes the research project focused on the central question: to what extent can Visual Education and Technological Education subjects awaken reading habits in students? To answer this question, specific objectives were outlined and a literature review on the topic was conducted, defining concepts, pedagogies, and active methodologies taught in artistic expression in middle school, aiming to contribute to the awakening of reading habits. The chosen research methodology reflects the significant challenge implicit in the focused topic, where we promote awareness and change in social behaviour through art. Art-Based Action Research (ABAR) was chosen following an artistic research model known as A/R/Tography. This method allowed for active participation of students throughout the process, as well as diversity in the collection of scientific data, culminating in the analysis and final conclusions, providing a comprehensive view on the impact of Visual Education and Technological Education subjects on promoting reading habits. The study was conducted in PES III, with the implementation of an Artistic and Technological Intervention Project, an interdisciplinary work unit with the subjects of Visual Education (EV) and Technological Education (ET), called "Visual Narratives". Through Gamification, Magic Art's Game, the aim was to transform the classroom into a dynamic, motivating and personalized space. The story "A Menina do Mar" by the illustrious author Sophia de Mello Breyner Andresen was selected for the activities. Through this story, it was possible to explore the connection between visual literacy and reading, two essential languages for pedagogical development in art, as a form of universal expression and for the psychosocial formation of students. This study culminated in the analysis of the collected data and conclusions, demonstrating that the integration of visual literacy and digital technologies in pedagogical practices encourages reading habits, promotes meaningful learning and engages students.
Description
Keywords
interdisciplinaridade literacia visual hábitos de leitura Interdisciplinary between VE and TE visual literacy reading habits