A Educação Artística no Movimento Escola Moderna

• Autor(a) principal: Santos, Ana Isabel Mendes dos
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10451/38409
• topic: Educação artística; Educação pré-escolar; Escola moderna; Escola nova; Formação de educadores; Educação Artística

Based on the history of Modern School Movement (Europe and Portugal), whose genesis is intimately related with the appearance of New School Movement (since the end of nineteen century), it is the purpose of this dissertation to investigate which is the place and the relevancy granted to the arts and artistic education on that which was considered one of the most innovator pedagogic models of twenty century. While training institution where teaching staff colaborate with each other, Modern School Movement was implemented in our country far more than fifty years, having since then established an alternative to the teaching model said ‘traditional’ and has carried out a strong influence in the national educative scenery. Beyond the historical context, this investigation-action searches to exemplify the method as, nowadays, it is im(possible) to place in practice some of the principles defended by Modern School Movement in the context of a class room of Pre-School Education. In order to do so, there will be examined some concepts and practices, considered structural for this pedagogic model in what concerns educators training (organization of activities room, pilotage instruments, pedagogic practices which are developed by the educator in the quality of accredited professional by the Movement, etc.). Starting from the work developed by the childhood educator while attending, at the same time, Modern School Movement Initial Training Workshop and Master’s in Artistic Education, this investigation-action intends, on one hand, to understand the way this educational model integrates and promotes the Arts teaching (namely the Visual and Plastic Arts) in the Pre-School Education, and on another hand, to contribute for the defense and reinforcement of Arts presence in the curriculum at the kindergarten room. Bearing in mind this last objective, the dissertation presents and describes a set of pedagogic proposals which the childhood educator had the opportunity to explore with her students during 2017/18 academic year, including reflections about the impact that those proposals had on them, their families and educative community