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Projetos artísticos inclusivos em contextos educativos: estudo de caso numa EB 2/3 em Lisboa
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O presente estudo analisa o potencial das Práticas Artísticas Inclusivas (PAI) como resposta à vulnerabilidade social e ao risco de exclusão no contexto educativo português. Dada a complexa inter-relação de fatores que conduzem à exclusão, o objetivo principal da investigação é explorar o papel destas práticas enquanto ferramentas pedagógicas motivadoras, com particular foco na sua aplicação em contextos de Educação Não Formal. A investigação adotou uma abordagem qualitativa, centrada no desenvolvimento de um estudo de caso sobre um projeto de PAI implementado por uma associação numa Escola Básica 2/3. A metodologia combinou uma análise conceptual e revisão bibliográfica com estratégias empíricas, nomeadamente a recolha de dados após a conclusão do projeto, através de entrevistas semiestruturadas com os intervenientes. Os resultados obtidos sugerem que o envolvimento dos alunos em projetos artísticos contribui significativamente para o desenvolvimento de competências socioemocionais cruciais, como a autoestima, a empatia e a resiliência. As práticas artísticas, ao proporcionarem um espaço seguro de expressão, revelam-se um potencial motor de motivação e uma via para uma aprendizagem mais significativa, com reflexos positivos na sua atitude face à Educação Formal. O trabalho recomenda que a sustentabilidade e a integração destas práticas no ecossistema educativo são fundamentais para maximizar o seu potencial transformador a longo prazo.
The present study analyzes the potential of Inclusive Artistic Practices (IAP) as a response to social vulnerability and the risk of exclusion within the Portuguese educational context. Given the complex interrelation of factors that lead to exclusion, the main objective of the research is to explore the role of these practices as motivating pedagogical tools, with a particular focus on their application in Non-Formal Education settings. The research adopted a qualitative approach, centered on the development of a case study regarding an IAP project implemented by an association in a Basic School 2/3 (lower secondary education). The methodology combined conceptual analysis and literature review with empirical strategies, namely the collection of data after the project's conclusion, through semi-structured interviews with the stakeholders. The results obtained suggest that the students' involvement in artistic projects contributes significantly to the development of crucial socio-emotional skills, such as self-esteem, empathy, and resilience. Artistic practices, by providing a safe space for expression, reveal themselves to be a potential driver of motivation and a path towards more meaningful learning, with positive reflections on the students' attitude towards Formal Education. The work recommends that the sustainability and integration of these practices into the educational ecosystem are fundamental to maximize their long-term transformative potential.
The present study analyzes the potential of Inclusive Artistic Practices (IAP) as a response to social vulnerability and the risk of exclusion within the Portuguese educational context. Given the complex interrelation of factors that lead to exclusion, the main objective of the research is to explore the role of these practices as motivating pedagogical tools, with a particular focus on their application in Non-Formal Education settings. The research adopted a qualitative approach, centered on the development of a case study regarding an IAP project implemented by an association in a Basic School 2/3 (lower secondary education). The methodology combined conceptual analysis and literature review with empirical strategies, namely the collection of data after the project's conclusion, through semi-structured interviews with the stakeholders. The results obtained suggest that the students' involvement in artistic projects contributes significantly to the development of crucial socio-emotional skills, such as self-esteem, empathy, and resilience. Artistic practices, by providing a safe space for expression, reveal themselves to be a potential driver of motivation and a path towards more meaningful learning, with positive reflections on the students' attitude towards Formal Education. The work recommends that the sustainability and integration of these practices into the educational ecosystem are fundamental to maximize their long-term transformative potential.
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Palavras-chave
Práticas artísticas Inclusão Competências socioemocionais Educação formal Educação não formal Artistic practices Inclusion Socio-emotional skills Formal education Non-formal education