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Abstract(s)
Num tempo em que a humanidade se encontra numa crise generalizada, estan do em risco a sobrevivência das espécies que coabitam o nosso planeta, a educação
formal, em todas as suas dimensões e níveis, tem sido apontada como um elemen to incontornável na consecução de determinados objetivos. Posicionamo-nos sob
uma perspetiva epistemológica crítica e construtivista, para analisar e conjeturar
contributos da Educação pela Arte, na consecução da sustentabilidade e num pos sível reposicionamento perante o conceito de literacia científica. Apresentamos
um estudo prospetivo do impacto da Educação pela Arte na obtenção de práticas
mais sustentáveis, contextualizadas na prática pedagógica, no plano curricular e no
desenvolvimento de competências de estudantes da Licenciatura em Ciências da
Educação. Assim, pretendemos refletir sobre a emergência dos conteúdos curricu lares nos ambientes de aprendizagens, enquanto espaços de cultura, criatividade,
imaginação, poder de decisão e pensamento crítico.
At a time when humanity is in a widespread crisis and the survival of the various species that share our planet is at risk, formal education, in all its dimensions and levels, has been pointed out as an unavoidable element in achieving certain goals. We assume a critical and constructivist epistemological perspective to analyze and conjecture contributions of Education through Art, in achieving sustainability and a possible repositioning towards the concept of science literacy. We present a prospective study of the impact of Education through Art in the attainment of sustainable practices, contextualized in the pedagogical practice, curriculum and competence development of students in an undergraduate course of Education Sciences. Thus, we intend to reflect on the emergence of curriculum content in learning environments, as spaces of culture, creativity, imagination, decision making ability and critical thinking.
At a time when humanity is in a widespread crisis and the survival of the various species that share our planet is at risk, formal education, in all its dimensions and levels, has been pointed out as an unavoidable element in achieving certain goals. We assume a critical and constructivist epistemological perspective to analyze and conjecture contributions of Education through Art, in achieving sustainability and a possible repositioning towards the concept of science literacy. We present a prospective study of the impact of Education through Art in the attainment of sustainable practices, contextualized in the pedagogical practice, curriculum and competence development of students in an undergraduate course of Education Sciences. Thus, we intend to reflect on the emergence of curriculum content in learning environments, as spaces of culture, creativity, imagination, decision making ability and critical thinking.
Description
Keywords
Educação pela arte Sustentabilidade ambiental Currículo Education through art Environmental sustainability Curriculum . Faculdade de Ciências Sociais
Citation
Publisher
Centro de Investigação em Educação da Universidade da Madeira