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Authors
Advisor(s)
Abstract(s)
O presente estudo prático realizado no âmbito do Mestrado em Educação Artística da Escola Superior de Educação do Politécnico de Lisboa, inclui três laboratórios de desenho desenvolvidos em contextos educativos não formais. Visou promover uma transformação, na perspetiva dos participantes, acerca do desenho/ ato de desenhar, pretendendo: i) proporcionar novas perspetivas sobre a prática do desenho, desconstruindo estereótipos sobre a ideia de “saber desenhar”; ii) facilitar um espaço de criação artística através de práticas de desenho colaborativo em contexto não formal; iii) operacionalizar processos artísticos-educativos promovendo a criatividade e o pensamento crítico.
O projeto assenta numa abordagem A/r/tográfica, que se articula no espaço de conexão à minha própria prática artística, por intermédio de uma proposta educativa que pressupõe uma abordagem multifacetada ao desenho, tendo por base processos colaborativos e como referência o método de ensino de Bruno Munari — que potenciou aprendizagens e aproximação ao processo de criação artística, através do fazer. Ao revelar uma dimensão educativa e participativa da prática artística, este estudo permitiu refletir sobre os diálogos e aprendizagens que se podem gerar quando o desenho é realizado em colaboração, e de como o desenho enquanto ação colaborativa, pode tornar-se numa ferramenta de aprendizagem e descoberta sobre nós e os outros.
Abstract This practical study, carried out as part of the Master's Degree in Art Education in the Lisbon School of Education, includes three drawing laboratories developed in non-formal educational contexts, aims to promote a transformation in the participants' perspective on drawing and intends to: i) provide new perspectives on the practice of drawing, deconstructing stereotypes about the idea of "knowing how to draw"; ii) facilitate a space for artistic creation through collaborative drawing practices in a non-formal context; iii) operationalize artistic-educational processes promoting creativity and critical thinking. The project is based on an A/r/tographic approach, which is articulated in the space of connection to my own artistic practice, through an educational proposal that presupposes a multifaceted approach to drawing, supported by collaborative processes and as a reference to Bruno Munari’s teaching method - which enhanced learning and approximation to the process of artistic creation, through doing. By revealing an educational and participatory dimension of artistic practice, this study allowed us to reflect on the dialogues and learning that can be generated when drawing is carried out in collaboration, and how drawing, as a collaborative action, can become a tool for learning and discovery about ourselves and others.
Abstract This practical study, carried out as part of the Master's Degree in Art Education in the Lisbon School of Education, includes three drawing laboratories developed in non-formal educational contexts, aims to promote a transformation in the participants' perspective on drawing and intends to: i) provide new perspectives on the practice of drawing, deconstructing stereotypes about the idea of "knowing how to draw"; ii) facilitate a space for artistic creation through collaborative drawing practices in a non-formal context; iii) operationalize artistic-educational processes promoting creativity and critical thinking. The project is based on an A/r/tographic approach, which is articulated in the space of connection to my own artistic practice, through an educational proposal that presupposes a multifaceted approach to drawing, supported by collaborative processes and as a reference to Bruno Munari’s teaching method - which enhanced learning and approximation to the process of artistic creation, through doing. By revealing an educational and participatory dimension of artistic practice, this study allowed us to reflect on the dialogues and learning that can be generated when drawing is carried out in collaboration, and how drawing, as a collaborative action, can become a tool for learning and discovery about ourselves and others.
Description
Projeto de investigação apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Educação Artística – Artes Plásticas na Educação
Keywords
Desenho colaborativo A/r/tografia Educação não formal Laboratórios Prática artística. Collaborative drawing A/r/tography Non-formal education Laboratories Artistic practice
Citation
Angelozzi, M. (2022). O desenho como prática artística e educativa em contextos não formais (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15832