Pluralidade de olhares sobre uma peça de arte: dois estudos inclusivos
DOI:
https://doi.org/10.18316/1766Keywords:
Avaliação. Criatividade. Educação artística. InclusãoAbstract
De acordo com o paradigma construtivista as experiências educativas são determinantes para o desenvolvimento do conhecimento de pessoas com necessidades educativas específicas. Com base na investigação neste domínio, desenvolveu-se uma atividade que consistiu na manipulação tátil de uma peça de arte e na expressão desse conhecimento por meio da modelagem, desenho e oralidade. O Estudo 1 pretendeu verificar o impacto da atividade em jovens com deficiência mental e crianças e jovens com sobredotação. A análise incidiu sobre os processos e os produtos desenvolvidos com base em grelhas de observação e cotação previamente definidas. Os resultados mostraram que os 30 participantes conseguiram apenas apreender pormenores da peça. O Estudo 2 procurou verificar o impacto da experiência em 12 dos sobredotados dois anos depois. A reprodução por memória da peça de arte superou os resultados obtidos dois anos antes. Concluiu-se que o contato com peça de arte teve impacto no desenvolvimento de todos os participantes.
Palavras-chave: Avaliação. Criatividade. Educação artística. Inclusão.
Plurality of perspectives on a piece of art: two inclusive studies
Abstract
According to the constructivist paradigm educational experiences are crucial to the development of knowledge of people with special educational needs. Based on research in this field, two studies analysed the impact of an experiment where a piece of art was recognised by touch and that knowledge was expressed through modelling, design and oral discourse. Study 1 was intended to verify the impact of the activity in 15 young people with mental disabilities and 15 children with giftedness. The analysis focused on the process and the products of the activity based on observational grids and predefined criteria. The results showed that all participants were able to capture details of the piece of art. Study 2 sought to verify the impact of the experience on 12 of the gifted two years later. The memory recall of piece of art exceeded the results achieved two years earlier. It was concluded that the contact with piece of art had an impact on the development of all participants.
Keywords: Evaluation. Creativity. Art education. Inclusion.
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