Name: | Description: | Size: | Format: | |
---|---|---|---|---|
12.78 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A “Educação pela Arte (EpA) no ensino de Inglês do 1º ciclo” surge como uma
nova abordagem didática que cria pontes entre a Arte e a Língua. Esta abordagem
interdisciplinar resulta do reconhecimento de um conjunto de premissas teóricas: os
saberes não devem ser compartimentados e, como tal, não devem ser
hierarquizados; o acesso à arte não deve ser um luxo, mas uma necessidade; Lingua e
Arte são formas de expressão subjetiva e criativa, promotoras do desenvolvimento
global da criança. Numa sociedade cada vez mais global e mutável, a educação
precisa de uma panaceia que cure o desrespeito por estas premissas e reflita o
colapso da verdade científica, a valorização da inteligência emocional e a
interculturalidade trazida pela globalização, características do nosso século. É esse o
desafio que se coloca à educação no séc. XXI.
Este estudo pretende ser a resposta a este repto, pois tenta formar uma
identidade subjetiva da criança, através de disposições emocionais e cognitivas que
lhe conferem as competências necessárias para se enquadrar num novo paradigma
social e cultural. Para atingir essa finalidade, a investigação centrou-se em dois
grupos de observação para perceber até que ponto o fenómeno em estudo era
apenas uma potencialidade ou uma realidade. Através do trabalho de campo
realizado com alunos e docentes foi possível construir uma nova abordagem didática
no ensino precoce de uma segunda língua. A EpA passou de uma teoria
bidimensional, o papel, para uma realidade tridimensional, a da sala de aula.
Bridging Education through Art (EtA) to teaching English to young learners emerges as a new approach in teaching that links Arts together with Language. This interdisciplinary approach acknowledges a set of premises: the knowledge is not chambered and therefore certain subjects shouldn’t be ranked in a hierarchy of importance; the access to Arts is not a luxury that few have access to but a need; Language and Arts are a subjective and creative way of expression, which promote the global development of a child. In a global and mutable society in crescendo, Education needs a new panacea to cure the disrespect for the mentioned premises and to recognize the collapse of the scientific truth, the importance of the emotional intelligence, the interculturality brought by the globalization, features of our century. That is the challenge that is posed to education in the 21st century. This study aims to be the answer to it, since it tries to mould the subjective identity of a child through their emotional and cognitive biases in order to develop the necessary skills to frame him/ her in a new social and cultural paradigm. To achieve that goal the investigation focused in two different groups to understand to what extent would the phenomenon under study be a potentiality or a reality. Through the fieldwork it was possible to build a new approach to teach young learners a second language. EtA has passed from a dimensional theory in paper to a three-dimensional reality in the classroom.
Bridging Education through Art (EtA) to teaching English to young learners emerges as a new approach in teaching that links Arts together with Language. This interdisciplinary approach acknowledges a set of premises: the knowledge is not chambered and therefore certain subjects shouldn’t be ranked in a hierarchy of importance; the access to Arts is not a luxury that few have access to but a need; Language and Arts are a subjective and creative way of expression, which promote the global development of a child. In a global and mutable society in crescendo, Education needs a new panacea to cure the disrespect for the mentioned premises and to recognize the collapse of the scientific truth, the importance of the emotional intelligence, the interculturality brought by the globalization, features of our century. That is the challenge that is posed to education in the 21st century. This study aims to be the answer to it, since it tries to mould the subjective identity of a child through their emotional and cognitive biases in order to develop the necessary skills to frame him/ her in a new social and cultural paradigm. To achieve that goal the investigation focused in two different groups to understand to what extent would the phenomenon under study be a potentiality or a reality. Through the fieldwork it was possible to build a new approach to teach young learners a second language. EtA has passed from a dimensional theory in paper to a three-dimensional reality in the classroom.
Description
Keywords
Educação pela Arte (EpA) Ensino precoce de inglês Didática de línguas Interdisciplinaridade Education through Art (EtA) Teaching English to young learners Language didactics Interdisciplinarity
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação