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Vamos jogar em Educação Visual? O jogo como estímulo das relações interpessoais, da concentração e da criatividade.
| Summary: | This report is the result of a teaching internship carried out as part of a master's degree in Visual Arts Education in the 3rd Cycle of Basic and Secondary Education. It took place at Camilo Castelo Branco Secondary School in the city of Vila Real, during the 2024/2025 academic year. This reflection stems from observing classes of 8th-grade students. During this process, it was possible to identify some common difficulties among students of this age group, such as a lack of creativity, poor concentration, and underdeveloped interpersonal skills. Among these challenges, the most evident was the lack of creativity, especially when a new activity was proposed. The reality observed motivated a search for practices, methodologies, and pedagogical innovations that could help mitigate these difficulties. Through close dialogue with the Cooperating Teacher, the students themselves, and the teachers of the group 600, it was found that these problems are present in several classes, with a higher incidence in the 3rd cycle of basic education. Based on the reading and analysis of various authors linked to arts education and creativity, it was possible to develop a more critical and in-depth understanding of the themes involved in this proposal. Based on reflection on what was observed in the classroom, combined with professional experience and theoretical guidelines, it was decided to combine curricular contextualisation practices with educational games and group dynamics in Visual Education classes. This approach aimed to stimulate interpersonal relationships, concentration and creativity among students, based on their interests and motivations. Thus, during the implementation of the teaching unit, a work proposal was developed on the theme of communication, using games designed to address the problems identified. The students were questioned, and, also through direct observation, it was possible to see that the use of games and dynamics had positive effects. To enhance the students' visual arts practices and foster their creative autonomy, implementing the teaching unit contributed to improving interpersonal relationships, increasing concentration, and stimulating creativity. This report aims to present the entire internship process, from the observation phase of the classes to the implementation and analysis of the teaching unit. Throughout this report, the limitations encountered and challenges faced are also addressed, which contributed to more conscious learning and the improvement of teaching practice in Visual Arts. KEYWORDS: Education; Art; Creativity; Visual Education; Educational games. |
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| Subject: | Arts Artes |
| Country: | Portugal |
| Document type: | master thesis |
| Access type: | Open |
| Associated institution: | Repositório Aberto da Universidade do Porto |
| Language: | Portuguese |
| Origin: | Repositório Aberto da Universidade do Porto |
| Summary: | This report is the result of a teaching internship carried out as part of a master's degree in Visual Arts Education in the 3rd Cycle of Basic and Secondary Education. It took place at Camilo Castelo Branco Secondary School in the city of Vila Real, during the 2024/2025 academic year. This reflection stems from observing classes of 8th-grade students. During this process, it was possible to identify some common difficulties among students of this age group, such as a lack of creativity, poor concentration, and underdeveloped interpersonal skills. Among these challenges, the most evident was the lack of creativity, especially when a new activity was proposed. The reality observed motivated a search for practices, methodologies, and pedagogical innovations that could help mitigate these difficulties. Through close dialogue with the Cooperating Teacher, the students themselves, and the teachers of the group 600, it was found that these problems are present in several classes, with a higher incidence in the 3rd cycle of basic education. Based on the reading and analysis of various authors linked to arts education and creativity, it was possible to develop a more critical and in-depth understanding of the themes involved in this proposal. Based on reflection on what was observed in the classroom, combined with professional experience and theoretical guidelines, it was decided to combine curricular contextualisation practices with educational games and group dynamics in Visual Education classes. This approach aimed to stimulate interpersonal relationships, concentration and creativity among students, based on their interests and motivations. Thus, during the implementation of the teaching unit, a work proposal was developed on the theme of communication, using games designed to address the problems identified. The students were questioned, and, also through direct observation, it was possible to see that the use of games and dynamics had positive effects. To enhance the students' visual arts practices and foster their creative autonomy, implementing the teaching unit contributed to improving interpersonal relationships, increasing concentration, and stimulating creativity. This report aims to present the entire internship process, from the observation phase of the classes to the implementation and analysis of the teaching unit. Throughout this report, the limitations encountered and challenges faced are also addressed, which contributed to more conscious learning and the improvement of teaching practice in Visual Arts. KEYWORDS: Education; Art; Creativity; Visual Education; Educational games. |
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