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A Aula de Educação Visual e Educação Tecnológica como Laboratório Criativo - um estudo sobre Criatividade no 2º Ciclo do Ensino Básico
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O presente Relatório Final de Estágio estrutura-se em duas partes complementares. A Parte I corresponde a uma reflexão crítica sobre as experiências vividas ao longo das Práticas de Ensino Supervisionadas, abrangendo as três etapas de estágio desenvolvidas em diferentes contextos escolares, com enfoque na aquisição e consolidação de competências profissionais nas disciplinas de Educação Visual e Educação Tecnológica. A Parte II apresenta um trabalho de investigação de natureza qualitativa e exploratória, centrado na promoção da criatividade em contexto educativo, partindo da conceção da sala de aula como um potencial laboratório criativo. O estudo procurou compreender de que forma ambientes pedagógicos intencionalmente pensados, organizados, aliados a metodologias ativas e colaborativas, favorecem a expressão criativa, o pensamento crítico e a autonomia dos alunos. A investigação baseou-se em três instrumentos principais: observação participante, análise de produções dos alunos e aplicação de questionários. Os resultados obtidos apontam para a relevância de uma abordagem pedagógica centrada na criação de ambientes educativos abertos, exploratórios e emocionalmente seguros, onde os alunos se sentem motivados a experimentar, a colaborar e a refletir sobre os seus próprios processos criativos. Conclui-se que o papel do professor é determinante na promoção da criatividade, exigindo uma atuação intencional, flexível e sensível à diversidade dos contextos educativos. Ainda assim, destaca-se positivamente o papel das aulas de Educação Visual e Educação Tecnológica enquanto laboratórios criativos, pela criação de espaços de aprendizagem mais livres, exploratórios e estimulantes, capazes de promover a expressão pessoal, o pensamento crítico e o envolvimento ativo dos alunos.
This Final Internship Report is structured into two complementary parts. Part I offers a critical reflection on the experiences gained throughout the Supervised Teaching Practice, encompassing the three internship stages carried out in different school contexts, with a focus on the acquisition and consolidation of professional competencies in the subjects of Visual Education and Technological Education. Part II presents a qualitative and exploratory research project centred on the promotion of creativity in educational settings, based on the conception of the classroom as a potential creative laboratory. The study aimed to understand how intentionally organised pedagogical environments, combined with active and collaborative methodologies, foster students' creative expression, critical thinking, and autonomy. The research was based on three main instruments: participant observation, analysis of students’ work, and the application of questionnaires. The results highlight the importance of a pedagogical approach focused on creating open, exploratory, and emotionally safe educational environments where students feel motivated to experiment, collaborate, and reflect on their own creative processes. It is concluded that the teacher’s role is crucial in promoting creativity, requiring intentional, flexible, and sensitive action in response to the diversity of educational contexts. Furthermore, the role of Visual and Technological Education classes is positively emphasised as a creative laboratory, providing a freer, more exploratory and stimulating learning space capable of promoting personal expression, critical thinking, and active student engagement.
This Final Internship Report is structured into two complementary parts. Part I offers a critical reflection on the experiences gained throughout the Supervised Teaching Practice, encompassing the three internship stages carried out in different school contexts, with a focus on the acquisition and consolidation of professional competencies in the subjects of Visual Education and Technological Education. Part II presents a qualitative and exploratory research project centred on the promotion of creativity in educational settings, based on the conception of the classroom as a potential creative laboratory. The study aimed to understand how intentionally organised pedagogical environments, combined with active and collaborative methodologies, foster students' creative expression, critical thinking, and autonomy. The research was based on three main instruments: participant observation, analysis of students’ work, and the application of questionnaires. The results highlight the importance of a pedagogical approach focused on creating open, exploratory, and emotionally safe educational environments where students feel motivated to experiment, collaborate, and reflect on their own creative processes. It is concluded that the teacher’s role is crucial in promoting creativity, requiring intentional, flexible, and sensitive action in response to the diversity of educational contexts. Furthermore, the role of Visual and Technological Education classes is positively emphasised as a creative laboratory, providing a freer, more exploratory and stimulating learning space capable of promoting personal expression, critical thinking, and active student engagement.
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Criatividade Educação Visual e Educação Tecnológica Laboratório Criativo Ambiente e Espaço Criativo Creativity Visual and Technological Education Creative Laboratory Environment and Creative Space