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Publication
As representações dos professores e das crianças do 1º Ciclo do Ensino Básico acerca das áreas da Educação Artística
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Advisor(s)
Abstract(s)
O presente Relatório de Estágio descreve o meu percurso profissional e investigativo no âmbito do
Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este relatório
encontra-se dividido em duas partes: na primeira encontra-se uma síntese do trabalho
desenvolvido nos quatro estágios realizados no mestrado; na segunda apresenta-se a
componente investigativa, na qual se desenvolveu um estudo sobre as representações e o papel
que os professores e as crianças do 1.º Ciclo do Ensino Básico atribuem às áreas da Educação
Artística, sabendo, à partida, que as representações das crianças não são indissociáveis das suas
vivências artísticas em contexto escolar. O estudo é de natureza qualitativa, tendo os dados sido
recolhidos através de entrevistas realizadas a seis docentes titulares de turma e às suas
respetivas turmas e a uma docente do 1.º Ciclo do Ensino Básico, que trabalha as áreas de
Educação Artística, em regime de coadjuvação, com dois dos grupos participantes na
investigação.
Os dados obtidos e analisados indicam que, ao nível das representações, os professores do 1.º
Ciclo do Ensino Básico não têm consciência do verdadeiro papel das áreas artísticas na formação
integral dos alunos, considerando que estas fazem parte do currículo pelo seu valor instrumental e
por serem um instrumento facilitador de articulação curricular. A maioria das respostas dos
docentes não evidenciou o reconhecimento efetivo da relevância destas áreas para o
desenvolvimento integral das crianças. Por outro lado, os dados obtidos junto das turmas revelam
que as crianças reconhecem que as áreas de Educação Artística são importantes, por duas
razões principais: por serem divertidas e por permitirem aprender novos conteúdos e desenvolver
novas capacidades. Contudo, não valorizam tanto estas áreas quanto as restantes, uma vez que
despendem mais horas com o Português, a Matemática e o Estudo do Meio. Excetuam-se as
turmas que pertencem à escola que tem em vigor o projeto de Educação Artística, porque os
alunos do 4.º ano consideram todas as áreas igualmente importantes e algumas crianças do 1.º
ano referem que as áreas artísticas são mais importantes por gostarem mais das mesmas. Ao
nível das representações que os alunos do 1.º CEB têm destas áreas, constata-se que elas
decorrem, maioritariamente, das atividades que costumam desenvolver em contexto escolar.
Assim, nas áreas que menos trabalham, as suas representações resultam do que julgam que se
faz nas mesmas, sendo, por isso, menos ricas e concretas. Por sua vez, as crianças que mais
trabalham as áreas da EA têm representações mais abrangentes no que diz respeito às
aprendizagens que estas permitem realizar, atribuindo-lhes maior importância.
This Internship Report describes my professional and investigative path within the scope of the Master’s Degree in Pre-School and Primary School Education. This report is divided in two parts: the first is a synthesis of the work developed during the four stages carried out in the master's degree; the second presents the investigative component, in which a study was developed on the representations and the role that teachers and children of the Primary School Education attribute to the areas of Arts Education, knowing, from the outset, that representations of children are not inseparable from their artistic experiences in the school context. The study is qualitative in nature, the data was collected through interviews carried out with six teachers in charge of a class and their respective classes and with an assistant teacher from the Primary School Education, who works in the areas of Art Education, on a regular basis, with two of the groups interviewed. The data obtained and analyzed indicate that, at the level of representations, Primary School teachers are not aware of the true role of the artistic areas in the integral formation of students, believing that they are part of the curriculum for their instrumental value and for being a facilitator of curricular articulation. Most of the teachers' answers did not show the effective recognition of the relevance of these areas for the integral development of children. On the other hand, the data obtained from the classes reveal that children recognize that the areas of Arts Education are important, for two main reasons: because they are fun and because they allow them to learn new content and develop new skills. However, they do not value these areas as much because they spend more hours on Portuguese, Mathematics and Environmental Studies. The classes that belong to the school that has the Artistic Education project are an exception, because the 4th year students consider all areas equally important and some 1st year children say that the artistic areas are more important because they enjoy them more. In terms of the representation that the Primary School students have of these areas, it appears that they stem, mostly, from the activities they usually develop in a school context. Thus, in the areas they work the less, their representations result from what they believe is done in them, resulting in a less rich and concrete understanding. Therefore, the children who work the most with the artistic areas have broader representations with regard to the learning that they allow them to carry out, giving them greater value.
This Internship Report describes my professional and investigative path within the scope of the Master’s Degree in Pre-School and Primary School Education. This report is divided in two parts: the first is a synthesis of the work developed during the four stages carried out in the master's degree; the second presents the investigative component, in which a study was developed on the representations and the role that teachers and children of the Primary School Education attribute to the areas of Arts Education, knowing, from the outset, that representations of children are not inseparable from their artistic experiences in the school context. The study is qualitative in nature, the data was collected through interviews carried out with six teachers in charge of a class and their respective classes and with an assistant teacher from the Primary School Education, who works in the areas of Art Education, on a regular basis, with two of the groups interviewed. The data obtained and analyzed indicate that, at the level of representations, Primary School teachers are not aware of the true role of the artistic areas in the integral formation of students, believing that they are part of the curriculum for their instrumental value and for being a facilitator of curricular articulation. Most of the teachers' answers did not show the effective recognition of the relevance of these areas for the integral development of children. On the other hand, the data obtained from the classes reveal that children recognize that the areas of Arts Education are important, for two main reasons: because they are fun and because they allow them to learn new content and develop new skills. However, they do not value these areas as much because they spend more hours on Portuguese, Mathematics and Environmental Studies. The classes that belong to the school that has the Artistic Education project are an exception, because the 4th year students consider all areas equally important and some 1st year children say that the artistic areas are more important because they enjoy them more. In terms of the representation that the Primary School students have of these areas, it appears that they stem, mostly, from the activities they usually develop in a school context. Thus, in the areas they work the less, their representations result from what they believe is done in them, resulting in a less rich and concrete understanding. Therefore, the children who work the most with the artistic areas have broader representations with regard to the learning that they allow them to carry out, giving them greater value.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
educação artística representações sociais práticas docentes perfil do aluno (à saída da escolaridade) Obrigatória) integração curricular arts education social representations teaching practices student profile curricular integration