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Impactos da Educação Visual e Educação Tecnológica no Desenvolvimento da Criança do 2º Ciclo do Ensino Básico
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O presente Relatório Final de Estágio encontra-se organizado em duas partes: a primeira dedicada à Prática de Ensino Supervisionada, realizada em três fases – PES I, PES II e PES III – e a segunda referente ao Projeto de Investigação. Este Projeto de Investigação tem como objetivo geral compreender de que forma as disciplinas de Educação Visual e Educação Tecnológica contribuem para o desenvolvimento cognitivo, social e emocional das crianças do 2.º Ciclo do Ensino Básico. Partindo de uma revisão teórica que abrange conceitos como o desenvolvimento infantil, o desenvolvimento da criatividade e a educação pela arte, foi possível fundamentar a relevância destas disciplinas enquanto espaços de expressão, reflexão crítica e crescimento integral. A investigação assumiu uma natureza mista, combinando abordagens quantitativas e qualitativas. Recorreu-se à aplicação de questionários a professores que lecionam as disciplinas de Educação Visual e Tecnológica, complementados por um grupo focal com alunos, permitindo recolher dados que espelham as perceções e experiências de ambos os intervenientes. De forma mais específica, pretende-se analisar como estas disciplinas promovem o pensamento crítico, a criatividade e a resolução de problemas; compreender o papel da expressão criativa e emocional no desenvolvimento pessoal dos alunos; e identificar o impacto destas aprendizagens noutras áreas do conhecimento. Os resultados evidenciam que professores e alunos reconhecem nas disciplinas de Educação Visual e Educação Tecnológica um espaço privilegiado para estimular a autonomia, o trabalho colaborativo, a sensibilidade estética e a capacidade de enfrentar desafios de forma criativa, confirmando a sua relevância para uma educação mais humanista, reflexiva e transformadora.
The present Final Internship Report is organised into two parts: the first is dedicated to the Supervised Teaching Practice, carried out in three phases – PES I, PES II and PES III – and the second focuses on the Research Project. The Research Project has as its general objective to understand how the subjects of Visual Education and Technological Education contribute to the cognitive, social and emotional development of children in the 2nd Cycle of Basic Education. Based on a theoretical review addressing concepts such as child development, the development of creativity and education through art, it was possible to substantiate the relevance of these subjects as spaces for expression, critical reflection and holistic development. The research adopted a mixed-methods approach, combining quantitative and qualitative methodologies. Questionnaires were administered to teachers of Visual and Technological Education, complemented by a focus group with students, allowing for the collection of data reflecting the perceptions and experiences of both groups. More specifically, the study aims to analyse how these subjects promote critical thinking, creativity and problem-solving skills; to understand the role of creative and emotional expression in students’ personal development; and to identify the impact of these learnings on other areas of knowledge. The results show that both teachers and students recognise Visual Education and Technological Education as privileged spaces for fostering autonomy, collaborative work, aesthetic sensitivity and the ability to face challenges creatively, thus confirming their relevance to a more humanistic, reflective and transformative education.
The present Final Internship Report is organised into two parts: the first is dedicated to the Supervised Teaching Practice, carried out in three phases – PES I, PES II and PES III – and the second focuses on the Research Project. The Research Project has as its general objective to understand how the subjects of Visual Education and Technological Education contribute to the cognitive, social and emotional development of children in the 2nd Cycle of Basic Education. Based on a theoretical review addressing concepts such as child development, the development of creativity and education through art, it was possible to substantiate the relevance of these subjects as spaces for expression, critical reflection and holistic development. The research adopted a mixed-methods approach, combining quantitative and qualitative methodologies. Questionnaires were administered to teachers of Visual and Technological Education, complemented by a focus group with students, allowing for the collection of data reflecting the perceptions and experiences of both groups. More specifically, the study aims to analyse how these subjects promote critical thinking, creativity and problem-solving skills; to understand the role of creative and emotional expression in students’ personal development; and to identify the impact of these learnings on other areas of knowledge. The results show that both teachers and students recognise Visual Education and Technological Education as privileged spaces for fostering autonomy, collaborative work, aesthetic sensitivity and the ability to face challenges creatively, thus confirming their relevance to a more humanistic, reflective and transformative education.
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Desenvolvimento integral Criatividade Educação Visual Educação Tecnológica Holistic development Creativity Visual Education Technological Education