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Abstract(s)
No âmbito da unidade curricular de Prática de Ensino Supervisionada (PES) foi-nos
possível desenvolver práticas de ação educativa em contexto de creche, educação pré-escolar
e 1.º ciclo do ensino básico (1.º CEB) que sustentarão empiricamente este relatório. Todas
as experiências de aprendizagem procuraram ir ao encontro da problemática que decidimos
estudar, nomeadamente a Educação Artística: contributos para uma abordagem holística
na educação de infância e no 1.º ciclo do ensino básico e, para tal, como em qualquer
investigação, tivemos de delinear objetivos, a saber: (i) Valorizar a Educação Artística
pesquisando modelos criativos e promotores do pensamento divergente; (ii) Desenvolver
atividades práticas em sala de atividades/aula propondo metodologias criativas de
aprendizagem nas áreas das Artes Visuais, Dança, Expressão Dramática/Teatro e Música;
(iii) Refletir sobre as nossas próprias práticas pedagógicas no sentido de perceber se as
estratégias implementadas revelam a Educação Artística como um dos pilares fundamentais
para a aquisição de competências em articulação com as outras áreas do conhecimento.
Circunscrevemos a nossa metodologia tendo por base uma abordagem qualitativa, tendo sido
utilizada como técnica de recolha de dados a observação participante. Os instrumentos de
recolha de dados selecionados foram as notas de campo, os registos fotográficos, o diário de
bordo e as produções das crianças. Com as experiências de aprendizagem planificadas, e
desenvolvidas com os respetivos grupos de crianças, conseguimos perceber que são
inúmeras as mais-valias de trabalhar a Educação Artística, articulando-a com as outras áreas
do saber, pois ao longo da nossa prática conseguimos perceber, através da envolvência e do
entusiamo das crianças, que as aprendizagens realizadas fluíram de uma forma mais prática,
participada e natural. Pensamos, também, ter conseguido remeter as aprendizagens para a
realidade das crianças, sobretudo quando relacionavam e explicavam tudo o que construíam,
atribuindo-lhe sentido(s) e significado(s) para uma melhor apreensão do mundo.
Salientamos também que a utilização de estratégias que envolveram diferentes sistemas
expressivos (visual, musical e corporal), lhes permitiu contextualizar e vivenciar
conhecimentos, ampliar competências e aprofundar conexões agregadoras dos diferentes
domínios artísticos, e não só.
Within the scope of the curricular unit of Supervised Teaching Practice (PES) we were able to develop educational action practices in the context of kindergarten, preschool education and 1st cycle of basic education (1st CBE) which empirically support this report. All learning experiences sought to meet the problem we decided to study, namely Artistic Education: contributions to a holistic approach in Early Childhood Education and Primary School. To this end, as in any research, we had to outline objectives, namely: (i) Enhance Art Education by researching creative models and promoting divergent thinking; (ii) Develop practical activities in the classroom proposing creative learning methodologies in the areas of Visual Arts, Dance, Drama/Theatre and Music; and, (iii) Reflect on our own pedagogical practices in order to understand if the strategies implemented reveal Artistic Education as one of the fundamental pillars for the acquisition of competences in articulation with the other areas of knowledge. We circumscribed our methodology based on a qualitative approach, using participant observation as a data collection technique. The data collection instruments selected were field notes, photographic records, logbook, and children's productions. With the planned learning experiences, and developed with the respective groups of children, we were able to realize that there are many advantages to working with Art Education, articulating it with other areas of knowledge, because throughout our practice we were able to realize, through the involvement and enthusiasm of the children, that the learning flowed in a more practical, participatory and natural way. We also think that we were able to bring the learning to the children's reality, especially when they related and explained everything they built, giving it sense(s) and meaning(s) for a better understanding of the world. We also emphasize that the use of strategies involving different expressive systems (visual, musical and corporal), allowed them to contextualize and experience knowledge, broaden skills and deepen connections between different artistic domains and others.
Within the scope of the curricular unit of Supervised Teaching Practice (PES) we were able to develop educational action practices in the context of kindergarten, preschool education and 1st cycle of basic education (1st CBE) which empirically support this report. All learning experiences sought to meet the problem we decided to study, namely Artistic Education: contributions to a holistic approach in Early Childhood Education and Primary School. To this end, as in any research, we had to outline objectives, namely: (i) Enhance Art Education by researching creative models and promoting divergent thinking; (ii) Develop practical activities in the classroom proposing creative learning methodologies in the areas of Visual Arts, Dance, Drama/Theatre and Music; and, (iii) Reflect on our own pedagogical practices in order to understand if the strategies implemented reveal Artistic Education as one of the fundamental pillars for the acquisition of competences in articulation with the other areas of knowledge. We circumscribed our methodology based on a qualitative approach, using participant observation as a data collection technique. The data collection instruments selected were field notes, photographic records, logbook, and children's productions. With the planned learning experiences, and developed with the respective groups of children, we were able to realize that there are many advantages to working with Art Education, articulating it with other areas of knowledge, because throughout our practice we were able to realize, through the involvement and enthusiasm of the children, that the learning flowed in a more practical, participatory and natural way. We also think that we were able to bring the learning to the children's reality, especially when they related and explained everything they built, giving it sense(s) and meaning(s) for a better understanding of the world. We also emphasize that the use of strategies involving different expressive systems (visual, musical and corporal), allowed them to contextualize and experience knowledge, broaden skills and deepen connections between different artistic domains and others.
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Keywords
Educação artística Abordagem holística Práticas de ação educativa Educação pré-escolar 1.º ciclo do ensino básico