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Abstract(s)
RESUMO
O lugar e a presença da Expressão Plástica na escola do 1.º Ciclo assume-se
como um estudo que visa perceber de que forma os professores do 1.º Ciclo
promovem a Expressão Plástica na sua prática docente, qual a importância que esta
área ocupa relativamente às outras áreas curriculares. Para tal, observámos esta área
curricular em três domínios: como currículo prescrito, nos normativos legais do 1.º
Ciclo, como currículo percepcionado, nas opiniões e nas planificações dos docentes, e
como currículo realizado, através do registo da prática docente em livro próprio (livro
de sumários).
Esta investigação foi levada a cabo no ano lectivo 2009/2010, num
agrupamento de escolas de Viseu, envolvendo todos os docentes do 1.º Ciclo.
Ao longo do desenvolvimento deste estudo, de natureza eminentemente
qualitativa e descritiva, observámos aspectos relevantes sobre o conhecimento e a
valorização das competências específicas nesta área; a importância atribuída às
aprendizagens neste domínio; as concepções de interdisciplinaridade; a implicação de
constrangimentos contextuais na realização das actividades e na sua relação
interdisciplinar.
Pudemos assim concluir que, apesar de os professores possuírem
conhecimento relativamente aos documentos reguladores do currículo nacional, e
assumirem concepções de acordo com os seus pressupostos nas planificações,
revelam dificuldades na sua operacionalização concreta e mantêm práticas
tradicionais afluentes ou subsidiárias aos conhecimentos pretendidos nas outras
áreas, contribuindo assim para a uma certa desvalorização da Expressão Plástica face
às outras áreas.
ABSTRACT The place and presence of Artistic Expression/ Arts and Crafts in Primary School is a study whose aim is to understand how Primary School teachers encourage Artistic Expression in their teaching practice and how important this area is relatively to other curricular areas. With the purpose of, we observed this curricular area in three domains: as a prescribed curriculum within legal regulations of the Primary School; as a perceived curriculum, in teachers opinions and planning; and as a performed curriculum by registering teaching practice in its own book (book of lesson summaries). This research was carrying out in the school year 2009/2010 in a grouping of schools in Viseu, involving all Primary School teachers. Throughout this study, which is mainly qualitative and descriptive, we could observe relevant aspects of the knowledge and appreciation of the specific skills in this subject area; the importance attributed to learning in this domain; the conceptions of interdisciplinarity; the implication of contextual constraints in carrying out activities and its interdisciplinary relation. We were thus able to conclude that, although the teachers have knowledge relatively to the regulating documents of the national curriculum, and take up the concepts according to their assumptions in planning, they continue to reveal difficulties in practical implementation and stick to traditional practices which are related or subsidiary to knowledge sought after in the other areas, thereby contributing to the depreciation of Artistic Expression/ Arts and Crafts to a certain extent in relation to other subjects.
ABSTRACT The place and presence of Artistic Expression/ Arts and Crafts in Primary School is a study whose aim is to understand how Primary School teachers encourage Artistic Expression in their teaching practice and how important this area is relatively to other curricular areas. With the purpose of, we observed this curricular area in three domains: as a prescribed curriculum within legal regulations of the Primary School; as a perceived curriculum, in teachers opinions and planning; and as a performed curriculum by registering teaching practice in its own book (book of lesson summaries). This research was carrying out in the school year 2009/2010 in a grouping of schools in Viseu, involving all Primary School teachers. Throughout this study, which is mainly qualitative and descriptive, we could observe relevant aspects of the knowledge and appreciation of the specific skills in this subject area; the importance attributed to learning in this domain; the conceptions of interdisciplinarity; the implication of contextual constraints in carrying out activities and its interdisciplinary relation. We were thus able to conclude that, although the teachers have knowledge relatively to the regulating documents of the national curriculum, and take up the concepts according to their assumptions in planning, they continue to reveal difficulties in practical implementation and stick to traditional practices which are related or subsidiary to knowledge sought after in the other areas, thereby contributing to the depreciation of Artistic Expression/ Arts and Crafts to a certain extent in relation to other subjects.
Description
Keywords
Educação Artística Expressão Plástica Interdisciplinaridade Modelos de Educação Artística
Pedagogical Context
Citation
Publisher
Instituto Politécnico de Viseu. Escola Superior de Educação de Viseu