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Advisor(s)
Abstract(s)
Em Portugal, a educação artística integra o currículo do primeiro ciclo do ensino básico (1ºCEB) e é considerada uma área fundamental para o desenvolvimento holístico das crianças, com destaque no desenvolvimento de algumas competências previstas no perfil dos alunos à saída da escolaridade obrigatória, como pensamento crítico e pensamento criativo, sensibilidade estética e artística, consciência e domínio do corpo e informação e comunicação. A educação artística, ao ser trabalhada em simultâneo com outras áreas numa ótica de integração curricular, acarreta inúmeros benefícios para a concretização de aprendizagens significativas. Mas, o que acontece nos contextos de prática profissional? Com o principal objetivo de compreender a importância da educação artística no desenvolvimento cognitivo, emocional e social das crianças no 1º CEB, foi realizado um estudo de caso num agrupamento de escolas do distrito de Aveiro. Em termos metodológicos, optou-se por um estudo de natureza qualitativa, com recurso a entrevistas semiestruturadas a dez professoras do 1º CEB, três das quais com cargos de gestão intermédia. As principais conclusões apontam para: consenso entre os docentes participantes acerca da importância da educação artística na construção de uma visão integrada de diferentes áreas do conhecimento; escassez de práticas que corroborem a referida perspetiva; das práticas implementadas, os participantes evidenciaram uma sobrevalorização das artes visuais em detrimento de outras áreas artísticas; práticas de avaliação pouco diversificadas; inexistência de dinâmicas de trabalho colaborativo entre os docentes; falta de oportunidades de formação contínua específica nas diferentes áreas da educação artística; escassez de recursos humanos e materiais. Destas conclusões foi possível fazer um diagnóstico de necessidades a partir do qual foi traçado um plano de ação que visa a melhoria das práticas, reforçando o potencial da educação artística no desenvolvimento holístico das crianças e, consequentemente, na construção de uma base sólida para o sucesso pessoal, académico e profissional de cada indivíduo.
In Portugal, artistic education is part of the curriculum of primary school and is considered a fundamental area for the holistic development of children, with emphasis on the development of some skills foreseen in the profile of students leaving schooling, such as critical thinking and creative thinking, aesthetic and artistic sensitivity, awareness and control of the body and information and communication. Artistic education, when worked simultaneously with other areas from a curricular integration perspective, brings numerous benefits for the achievement of significant learning. But what happens in professional practice contexts? With the main objective of understanding the importance of artistic education in the cognitive, emotional and social development of children, a case study was carried out in a group of schools in the district of Aveiro. In methodological terms, we opted for a qualitative study, using semi-structured interviews with ten teachers from primary school, three of whom held middle management positions. The main conclusions point to: consensus among participating teachers about the importance of artistic education in building an integrated vision of different areas of knowledge; lack of practices that corroborate this perspective; from the practices implemented, participants showed an overvaluation of visual arts compared to other artistic areas; assessment practices that are not very diverse; lack of collaborative work dynamics between teachers; lack of specific continuing training opportunities in different areas of artistic education; scarcity of human and material resources. From these conclusions, it was possible to make a diagnosis of needs, from which an action plan was drawn up to improve practices, reinforcing the potential of artistic education in the holistic development of children and, consequently, in building a solid foundation for personal, academic and professional success of each individual.
In Portugal, artistic education is part of the curriculum of primary school and is considered a fundamental area for the holistic development of children, with emphasis on the development of some skills foreseen in the profile of students leaving schooling, such as critical thinking and creative thinking, aesthetic and artistic sensitivity, awareness and control of the body and information and communication. Artistic education, when worked simultaneously with other areas from a curricular integration perspective, brings numerous benefits for the achievement of significant learning. But what happens in professional practice contexts? With the main objective of understanding the importance of artistic education in the cognitive, emotional and social development of children, a case study was carried out in a group of schools in the district of Aveiro. In methodological terms, we opted for a qualitative study, using semi-structured interviews with ten teachers from primary school, three of whom held middle management positions. The main conclusions point to: consensus among participating teachers about the importance of artistic education in building an integrated vision of different areas of knowledge; lack of practices that corroborate this perspective; from the practices implemented, participants showed an overvaluation of visual arts compared to other artistic areas; assessment practices that are not very diverse; lack of collaborative work dynamics between teachers; lack of specific continuing training opportunities in different areas of artistic education; scarcity of human and material resources. From these conclusions, it was possible to make a diagnosis of needs, from which an action plan was drawn up to improve practices, reinforcing the potential of artistic education in the holistic development of children and, consequently, in building a solid foundation for personal, academic and professional success of each individual.
Description
Keywords
Currículo 1º CEB Formação holística Educação artística Articulação curricular Curriculum Primary school Holistic training Artistic education Curricular articulation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação