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Publication
IntervencionARte : educar para a inclusão com a expressão plástica
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Abstract(s)
A escola é um espaço transformador repleto de desafios para os alunos. O ambiente escolar é o reflexo de vivências e relações entre indivíduos que frequentam esse mesmo espaço.
A Intervenção Social Escolar permite desenvolver competências ao nível da integração social escolar de crianças e jovens, valorizando a sua participação e cooperação no grupo, na família e na comunidade.
A Educação pela Arte centra-se não só no aluno, mas também no vínculo que ele estabelece e estimula a expressão e a partilha de vivências, emoções e sentimentos. É um contexto que mobiliza o conhecimento de si próprio e do Outro.
Através da implementação deste projeto de investigação pretendeu-se verificar a importância da Expressão Plástica como estratégia de intervenção, no espaço escolar, impulsionadora do processo de inclusão social de crianças que se encontram em fase de transição de ciclos e de espaço de ensino. O projeto procurou, ainda, desenvolver a descoberta do próprio e do outro, em que a convivência e a oportunidade de se expressar, assente no diálogo e reflexão, surgem como competências básicas a serem apre(e)ndidas na escola, espaço de aprendizagem e de transmissão de valores.
Nesta investigação-ação, que teve lugar no Agrupamento de Escolas do Sabugal, foi escolhido como objeto de estudo, o grupo de alunos do 5ºano de escolaridade, por se registar nos elementos desta faixa etária que iniciam o 2º ciclo, grandes interferências no desenvolvimento cognitivo e afetivo relacionadas com os processos de desenvolvimento físico e psicológico associados ao desafio da mudança de ciclo de ensino. Essa mudança envolve a passagem de um ciclo de ensino de base monodocente para outro de ensino pluridocente e com uma forte componente multidisciplinar, podendo significar ainda a mudança de estabelecimento e colegas.
Com a implementação do Projeto IntervencionARte procurou-se demonstrar que o desenvolvimento de um projeto com recurso à Expressão Plástica pode ser um instrumento de inclusão, de prevenção e/ou mediação de conflitos, promovendo nos alunos comportamentos socioemocionais que facilitam o processo de integração do aluno numa escola que se quer inclusiva.
Relativamente à metodologia adotada, tratou-se de uma investigação-ação, estudo de cariz misto, onde foram utilizadas como técnicas de recolha de dados a observação participante, as notas de campo, as gravações áudio e fotografias, a entrevista semiestruturada na modalidade de focus group a elementos da comunidade educativa e os inquéritos por questionário aos alunos e professores, construídos especificamente para a recolha de dados no projeto.
O projeto incluiu intervenções periódicas de caráter prático com utilização de mediadores de expressão plástica, tais como pintura, desenho e atividades manuais, em que foram exploradas as capacidades de expressão e comunicação de sentimentos e pensamentos perante o grupo, os valores da cidadania ativa e de direitos da criança, presentes na escola, como espaço de inclusão de todos, mas com respeito pelas diferenças de cada um.
Ao analisar a informação recolhida junto dos participantes, foi possível verificar a satisfação dos alunos com a concretização do projeto, nomeadamente com as atividades de expressão plástica realizadas em grupo, reconhecendo a sua importância dentro do grupo e trabalhando com o Outro.
Este projeto também permitiu que os restantes elementos da comunidade educativa, que estiveram envolvidos, refletissem sobre o tema e, em conjunto, partilhassem ansiedades e objetivos comuns que desejam concretizar.
Abstract: The school is a transforming space full of challenges for students. The school environment is the reflection of experiences and relationships between individuals who attend that same space. School Social Intervention allows the development of skills in terms of the social integration of children and young people at school, valuing their participation and cooperation in the group, family and community. Education through Art focuses not only on the student, but also on the bond that he establishes and encourages the expression and sharing of experiences, emotions and feelings. It is a context that mobilizes knowledge of oneself and the Other. Through the implementation of this research project, it was intended to verify the importance of Plastic Expression as an intervention strategy, in the school space, driving the process of social inclusion of children who are in a transition phase of cycles and teaching space. The project also sought to develop the discovery of oneself and the other, in which coexistence and the opportunity to express oneself, based on dialogue and reflection, emerge as basic skills to be learned at school, a space for learning and of transmission of values. In this action-research, which took place in the Sabugal Group of Schools, the group of students in the 5th grade was chosen as the object of study, as it registers in the elements of this age group that start the middle school, great interference in cognitive development and affective related to the processes of physical and psychological development associated with the challenge of changing the teaching cycle. This change involves moving from a single teaching cycle to a multi-teaching cycle with a strong multidisciplinary component, which may also mean changing establishments and colleagues. With the implementation of the IntervencionARte Project, an attempt was made to demonstrate that the development of a project using Plastic Expression can be an instrument of inclusion, prevention and/or mediation of conflicts, promoting socio-emotional behaviors in students that facilitate the student's integration process in a school that wants to be inclusive. Regarding the methodology adopted, it was an action-research, a study of a mixed nature, where participant observation, field notes, audio recordings and photographs, semi-structured interviews in focus mode were used as data collection techniques. group to elements of the educational community and questionnaire surveys to students and teachers, built specifically for data collection in the project. The project included periodic interventions of a practical nature using mediators of plastic expression, such as painting, drawing and manual activities, in which the capacities of expression and communication of feelings and thoughts before the group, the values of active citizenship and children's rights were explored. , present in the school, as a space for inclusion of all, but with respect for the differences of each one. In analyzing the information collected from the participants, it was possible to verify the students' satisfaction with the implementation of the project, namely with the plastic expression activities carried out in groups, recognizing their importance within the group and working with the Other. This project also allowed the other elements of the educational community, who were involved, to reflect on the theme and, together, share common anxieties and goals that they wish to achieve.
Abstract: The school is a transforming space full of challenges for students. The school environment is the reflection of experiences and relationships between individuals who attend that same space. School Social Intervention allows the development of skills in terms of the social integration of children and young people at school, valuing their participation and cooperation in the group, family and community. Education through Art focuses not only on the student, but also on the bond that he establishes and encourages the expression and sharing of experiences, emotions and feelings. It is a context that mobilizes knowledge of oneself and the Other. Through the implementation of this research project, it was intended to verify the importance of Plastic Expression as an intervention strategy, in the school space, driving the process of social inclusion of children who are in a transition phase of cycles and teaching space. The project also sought to develop the discovery of oneself and the other, in which coexistence and the opportunity to express oneself, based on dialogue and reflection, emerge as basic skills to be learned at school, a space for learning and of transmission of values. In this action-research, which took place in the Sabugal Group of Schools, the group of students in the 5th grade was chosen as the object of study, as it registers in the elements of this age group that start the middle school, great interference in cognitive development and affective related to the processes of physical and psychological development associated with the challenge of changing the teaching cycle. This change involves moving from a single teaching cycle to a multi-teaching cycle with a strong multidisciplinary component, which may also mean changing establishments and colleagues. With the implementation of the IntervencionARte Project, an attempt was made to demonstrate that the development of a project using Plastic Expression can be an instrument of inclusion, prevention and/or mediation of conflicts, promoting socio-emotional behaviors in students that facilitate the student's integration process in a school that wants to be inclusive. Regarding the methodology adopted, it was an action-research, a study of a mixed nature, where participant observation, field notes, audio recordings and photographs, semi-structured interviews in focus mode were used as data collection techniques. group to elements of the educational community and questionnaire surveys to students and teachers, built specifically for data collection in the project. The project included periodic interventions of a practical nature using mediators of plastic expression, such as painting, drawing and manual activities, in which the capacities of expression and communication of feelings and thoughts before the group, the values of active citizenship and children's rights were explored. , present in the school, as a space for inclusion of all, but with respect for the differences of each one. In analyzing the information collected from the participants, it was possible to verify the students' satisfaction with the implementation of the project, namely with the plastic expression activities carried out in groups, recognizing their importance within the group and working with the Other. This project also allowed the other elements of the educational community, who were involved, to reflect on the theme and, together, share common anxieties and goals that they wish to achieve.
Description
Trabalho de Projeto apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Intervenção Social Escolar.
Keywords
Projeto IntervencionARte Inclusão escolar Expressão plástica IntervencionARte Projec School inclusion Plastic expression