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Advisor(s)
Abstract(s)
O presente estudo “Das emoções à arte para o desenvolvimento infantil” sugere uma potencial abordagem didática pela arte que cria uma ponte entre três áreas distintas: a arte, a psicologia e a neuropsicologia. Esta pedagogia assenta na importância das competências sociais e emocionais e da sensibilidade artística que promovam uma inteligência emocional a fim de proporcionar um desenvolvimento integral das diferentes zonas cerebrais da criança. Até aos dias que correm, as instituições educacionais, ou pelo menos a maioria destas, têm-se focado na estimulação de capacidades cognitivas, isto é, apelam em grande parte ao desenvolvimento de apenas uma área cerebral. Este estudo, sustentado por teorias como a do cérebro global da criança por Daniel J. Siegel e Tina Bryson e a teoria da inteligência multifocal de Augusto Cury, assume-se como uma proposta de solução à problemática pedagógica existente.
Numa sociedade onde cada vez mais surgem casos de depressão e ansiedade infantil, apenas 1/5 destes recebe tratamento apropriado e, portanto, torna-se urgente apelar a uma sensibilização por parte de vários setores, mas principalmente por parte do setor educativo, cujo horário escolar ocupa muito tempo durante a infância. Para atingir tal finalidade, a arteterapia e o uso das teorias apresentadas em contexto escolar sugerem uma nova pedagogia que estimula e auxilia a aprendizagem em sala de aula, tal como promove um desenvolvimento holístico da criança.
Este estudo apela não só à importância do desenvolvimento social e emocional das crianças, assim como a outros aspetos relacionados com este: a criatividade, a curiosidade, a afetividade e interação entre pares, a motivação, a empatia, a autoestima, a expressão das emoções através da arte.
The present study “From emotions to art towards children development” suggests a potential didactic approach through art which creates a bridge between three distinct subjects: art, psychology and neuropsychology. This pedagogical approach is based on the importance of social and emotional skills and also artistic sensibility in which to promote emotional intelligence, in order to provide a whole development of the different brain areas of the child. Until today, most of educational institutions have been focusing only on the promotion of cognitive capacities, which means, they generally work towards the development of exclusively one brain area. This study, supported by theories such as the whole brain child by Daniel J. Siegel and Tina Bryson and the multifocal intelligence theory by Augusto Cury, perceives itself as a possible solution to the existing pedagogical issue. We live in a generation where more and more cases of childhood depression and anxiety arise every day. However, only 1/5 of these children receive appropriate treatment, thus it is urgent to spread awareness through various sectors, but mainly through education activities, whose schedule occupies a very high percentage of time throughout childhood. In order to achieve this goal, art therapy activities and other presented theories must be used in educational context, emerging as a pedagogy that stimulates learning capacities, as well as it promotes a holistic development of the child. This study stablishes the relevance of emotional and social development while it also shows the importance of other relative aspects such as: creativity, curiosity, effectiveness and interaction in between individuals, self-esteem, motivation, empathy and expressing emotions through art.
The present study “From emotions to art towards children development” suggests a potential didactic approach through art which creates a bridge between three distinct subjects: art, psychology and neuropsychology. This pedagogical approach is based on the importance of social and emotional skills and also artistic sensibility in which to promote emotional intelligence, in order to provide a whole development of the different brain areas of the child. Until today, most of educational institutions have been focusing only on the promotion of cognitive capacities, which means, they generally work towards the development of exclusively one brain area. This study, supported by theories such as the whole brain child by Daniel J. Siegel and Tina Bryson and the multifocal intelligence theory by Augusto Cury, perceives itself as a possible solution to the existing pedagogical issue. We live in a generation where more and more cases of childhood depression and anxiety arise every day. However, only 1/5 of these children receive appropriate treatment, thus it is urgent to spread awareness through various sectors, but mainly through education activities, whose schedule occupies a very high percentage of time throughout childhood. In order to achieve this goal, art therapy activities and other presented theories must be used in educational context, emerging as a pedagogy that stimulates learning capacities, as well as it promotes a holistic development of the child. This study stablishes the relevance of emotional and social development while it also shows the importance of other relative aspects such as: creativity, curiosity, effectiveness and interaction in between individuals, self-esteem, motivation, empathy and expressing emotions through art.
Description
Keywords
Ensino Básico Abordagem didática pela arte Neuropsicologia da Educação Desenvolvimento integral do Cérebro Desenvolvimento Social/Emocional Sensibilidade Artística Arteterapia Emoções Criatividade Primary Education Didactic Approach through Art Educational Neuroscience Whole Brain Development Emotional and Social Development Artistic Sensibility Art therapy Emotions Creativity
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação