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Arte-educação como elemento de inclusão escolar para ensinar e aprender língua portuguesa
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| 3.13 MB | Adobe PDF |
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Abstract(s)
O presente trabalho de investigação objetivou conhecer a percepção de professores e alunos sobre a utilização de linguagens artísticas no ensino de Língua Portuguesa. Participaram da pesquisa três classes de quarto ano do ensino fundamental de uma escola brasileira e suas respectivas professoras.
Para exemplificar a abordagem, foi elaborado e aplicado em sala de aula um programa de intervenção pedagógica. Como instrumento de recolha de dados, foram utilizados: (i) entrevistas com as professoras realizadas antes e depois da aplicação do programa e (ii) um grupo focal com alunos representantes das classes.
As entrevistas com as professoras revelaram que, em suas perspectivas, o desenvolvimento dos conteúdos de Língua Portuguesa por meio da arte-educação não apenas beneficia a aprendizagem como amplia o universo expressivo e aproxima os alunos de conteúdos significativos do componente curricular.
A análise das conversas com o grupo focal de alunos evidenciou que, com o programa de intervenção, as aulas ficaram mais divertidas e desafiadoras. Além disso, a ocupação dos espaços da escola, como a sala de artes e os corredores para exposição dos trabalhos, assim como o emprego de materiais específicos das linguagens artísticas foram pontos positivos e o trabalho em grupo favoreceu a dinâmica das aulas. Na perspectiva dos alunos, houve participação de todos, melhora na aprendizagem, melhora no desempenho e proporcionou maior liberdade de expressão.
No que concerne à inclusão escolar, professores e alunos concordam que a arte-educação como estratégia de ensino na área de Língua Portuguesa favoreceu a inclusão de todos, independentemente das diferenças e dificuldades individuais, e seus recursos mostraram-se acessíveis, tanto para os professores que sentiram mais liberdade para trabalhar como para os alunos que, mais descontraídos, se soltaram e interagiram entre si.
This research aimed at understanding the perception of teachers and students regarding the use of artistic languages in the teaching of Portuguese Language. Three fourth grade classes from a Brazilian elementary school and their respective teachers took part in the research. In order to exemplify the approach, a pedagogical intervention program was developed and applied in the classroom. As a data collection tools, (i) interviews with teachers before and after the program application and (ii) a focus group with students representing the classes were used. The interviews with the teachers revealed that, in their perspectives, the development of Portuguese Language content through art education not only benefits learning, but also expands the expressive universe and brings students closer to meaningful contents of the curricular component. The analysis of the conversations with the focus group of students revealed that, with the intervention program, the classes became more fun and challenging. In addition, the use of school spaces such as the art room and corridors to exhibit works, as well as the use of specific materials of artistic languages were positive points and group work favored the dynamics of the classes. From the students' perspective, everyone participated and the intervention program improved learning, improved performance and provided greater freedom of expression. Regarding school inclusion, teachers and students agree that art education as a teaching strategy in the Portuguese Language area favored the inclusion of all, regardless of individual differences and difficulties and its resources were accessible to all involved, both for teachers who felt more free to work and for the students who, more relaxed, were able to unwind and interact with each other.
This research aimed at understanding the perception of teachers and students regarding the use of artistic languages in the teaching of Portuguese Language. Three fourth grade classes from a Brazilian elementary school and their respective teachers took part in the research. In order to exemplify the approach, a pedagogical intervention program was developed and applied in the classroom. As a data collection tools, (i) interviews with teachers before and after the program application and (ii) a focus group with students representing the classes were used. The interviews with the teachers revealed that, in their perspectives, the development of Portuguese Language content through art education not only benefits learning, but also expands the expressive universe and brings students closer to meaningful contents of the curricular component. The analysis of the conversations with the focus group of students revealed that, with the intervention program, the classes became more fun and challenging. In addition, the use of school spaces such as the art room and corridors to exhibit works, as well as the use of specific materials of artistic languages were positive points and group work favored the dynamics of the classes. From the students' perspective, everyone participated and the intervention program improved learning, improved performance and provided greater freedom of expression. Regarding school inclusion, teachers and students agree that art education as a teaching strategy in the Portuguese Language area favored the inclusion of all, regardless of individual differences and difficulties and its resources were accessible to all involved, both for teachers who felt more free to work and for the students who, more relaxed, were able to unwind and interact with each other.
Description
Keywords
Arte-educação Aprendizagem Inclusão escolar Art education Learning School inclusion