Educa??o art?stica numa sociedade multicultural: estudo da cultura material do povo S?mi

Disserta??o de Mestrado em Educa??o Art?stica apresentada na Escola Superior de Educa??o do Instituto Polit?cnico de Viana do CasteloA presente investiga??o prop?e-se reflectir sobre culturas n?rdicas, no ?mbito da Educa??o Art?stica no 2? Ciclo de Educa??o B?sica e recorreu ao m?todo de investiga??o ? ac??o, tendo contado com a colabora??o de professores de Departamentos de Express?es em duas escolas no norte de Portugal e catorze alunos da faixa et?ria entre os 10 e os 13 anos. As t?cnicas de recolha de dados consistiram fundamentalmente nas folhas pergunta e resposta distribu?das aos professores das duas escolas, e noutras folhas de pergunta e resposta preenchidas pelos alunos, observa??o participante da investigadora e professora colaboradora, registos fotogr?ficos, trabalhos art?sticos dos alunos e exposi??o. As respostas dos professores aos question?rios, permitiram concluir que pouco ou nada conhecem sobre essas culturas Europeias e que pouco ? feito no sentido de desenvolver esses conhecimentos, apesar de reconhecerem a import?ncia de tal aprendizagem. A investigadora adoptou um papel de observadora participante, tendo dinamizado um Atelier de Artes onde testou estrat?gias de an?lise de artefactos, a partir da explora??o do artesanato do povo ind?gena S?mi da Lap?nia e objectos do quotidiano dos alunos. Os resultados da interven??o levaram a verificar que atrav?s da utiliza??o de artefactos culturais, s?mbolos visuais e abordagens contextualistas, os alunos n?o se limitaram a criar novos objectos inspirados no artesanato S?mi, mas adquiriram tamb?m novos conhecimentos e aprendizagens relacionadas com cultura e artesanato. A investiga??o ? ac??o permitiu verificar a adequa??o dos modelos de an?lise de artefactos indicados por Brian Allison (1972) e Sudha Daniel (2009), que se revelaram facilitadores do desenvolvimento pessoal e cultural de todos os envolvidos. Tal abordagem facilitou o combate de estere?tipos e a promo??o de valores culturais dos alunos. Os resultados sustentam tamb?m a necessidade do corpo docente das Escolas de Educa??o B?sica estabelecerem contactos com universidades e investigadores e consultarem bases de dados para combaterem a escassez alarmante de recursos educativos inter/multiculturais e serem capazes de promover, de forma mais confiante, a utiliza??o de imagens e estrat?gias antropol?gicas nas suas abordagens art?sticas, com base em estudos nacionais e internacionais.This research intends to reflect on Nordic cultures through Art Education, using an action research model and the collaboration of Art Departments? teachers in two Basic Education Schools, in Northern Portugal and fourteen students from 10 to 13 years. The data collection involved several instruments such as question-answer sheets filled-up by the teachers of both middle schools and by the participant students, participant observation by the researcher and the cooperating teacher, photographs, creative works and drawings made by the students and an exhibition. The answers given by the teachers revealed they are aware of the importance of this kind of multicultural teaching learning process, but very little or nothing is done by them in terms of developing knowing and understanding about these cultural contexts. The researcher tested out and evaluated some new concepts, resource materials and strategies related to analysis of artifacts on an Art Workshop and talked about the crafts of S?mi?s people, an indigenous culture from Lapland, and compared these crafts with students? daily objects. The results of this intervention showed evidence that through, and after, the analysis of such cultural artifacts, visual symbols and contextual approach, the participants did not merely produce new objects inspired on crafts of S?mi?s people, but they also acquired new knowledge and understanding about crafts and artifacts concepts. This action-research allowed to verify the adequacy of artifact analysis models drawn by Sudha Daniel (2009) and Brian Allison (1972) and it also revealed that these models were facilitators of the personal and cultural development of all the participants. This approach has also contributed to struggle stereotypes and has promoted students? own cultural values. The results also indicated that the teachers of Basic Schools need to contact universities and researchers in order to collaborate and learn with them, using research cultural data bases, and reduce the lack of inter/multicultural educational resources and that the institutional partnerships can help teachers to become more confident when using anthropological approaches based on national and international studies