Learning Plastic Arts Education in the initial training of primary school teachers.
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| Title: | Learning Plastic Arts Education in the initial training of primary school teachers. |
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| Alternate Title: | Aprendizaje de la Educación Plástica en la formación inicial del maestro primario. Aprendizagem da Educação Plástica na formação inicial do professor primário. |
| Authors: | Espinosa Fernández, Bárbara1 barbara@unica.cu, Blanco Pérez, Idelci1 idelci@unica.cu, Barrientos Piñeiro, Claudio Alejandro2 investigachiloe@gmail.com, Vergel Vázquez, Mabel1 mabel@unica.cu |
| Source: | Mendive - Revista de Educacion. abr-jun2025, Vol. 23 Issue 2, p1-16. 16p. |
| Subject Terms: | *Art education, *Primary school teachers, *Educational leadership, *Arts education, *Art teachers |
| Abstract (English): | The learning of Plastic Arts Education is considered vital in the initial training of primary school teachers. Teaching implies transferring and transforming knowledge of the subject itself into knowledge of the subject for teaching; that is, that students' perceptual, expressive and creative capacities can be developed as a means of representation and communication. The objective of the article is to present the results of a pedagogical experience implemented in the teaching-learning process of the subject Didactics of Music and Plastic Arts Education, taught in the fourth year of the Bachelor's Degree in Primary Education, mostly focused on the plastic arts component. From a qualitative approach, with the use of scientific methods such as document analysis, observation guides, questionnaires and pedagogical tests, the reality was diagnosed. The results pointed to the acquisition of knowledge, skills and values for working with elements of visual language, spatial indicators and laws of perception in their relationship with feelings, emotions and capacities inherent to Plastic Arts Education. It was concluded that the activities, as teaching proposals, fostered the preservice teachers' perception, appreciation, and artistic, visual, motor, and creative expression. The experience is a product of collaborative work within the Ibero-American Network of Leadership and Educational Practices (RILPE). [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El aprendizaje de la Educación Plástica se considera vital en la formación inicial del maestro primario, enseñar implica trasladar y transformar el conocimiento de la materia en sí, en conocimiento de la materia para la enseñanza; o sea, que se pueden desarrollar en los escolares las capacidades perceptivas, expresivas y creativas como medio de representación y comunicación. El objetivo del artículo es exponer los resultados de una experiencia pedagógica implementada en el proceso de enseñanza-aprendizaje de la asignatura Didáctica de la Música y de la Educación Plástica que se imparte en el cuarto año de la Licenciatura en Educación Primaria, mayormente enfocado en el componente de la plástica. Desde un enfoque cualitativo, con el empleo de métodos científicos como análisis documental, guías de observación, cuestionarios y pruebas pedagógicas se diagnosticó la realidad. Los resultados apuntaron a la adquisición de saberes, habilidades y valores para el trabajo con elementos del lenguaje visual, los indicadores de espacio y leyes de percepción en su relación con sentimientos, emociones y capacidades inherentes a la Educación Plástica. Se concluyó que las actividades como propuestas didácticas favorecieron los mecanismos de percepción, apreciación, expresión plástica, visual, motriz y creativa de los maestros en formación. La experiencia constituye un producto del trabajo colaborativo dentro de la Red Iberoamericana de Liderazgo y Prácticas Educativas (RILPE). [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A aprendizagem da Educação Plástica é considerada vital na formação inicial do professor primário, pois ensinar implica transferir e transformar o conhecimento da matéria em si em conhecimento da matéria para o ensino; ou seja, é possível desenvolver nas crianças as capacidades perceptivas, expressivas e criativas como meio de representação e comunicação. O objetivo do artigo é expor os resultados de uma experiência pedagógica implementada no processo de ensino-aprendizagem da disciplina Didática da Música e da Educação Plástica, ministrada no quarto ano do curso de Licenciatura em Educação Primária, com foco principalmente no componente plástico. A partir de uma abordagem qualitativa, com o uso de métodos científicos como análise documental, guias de observação, questionários e testes pedagógicos, foi diagnosticada a realidade. Os resultados apontaram para a aquisição de conhecimentos, habilidades e valores para o trabalho com elementos da linguagem visual, indicadores de espaço e leis de percepção em sua relação com sentimentos, emoções e capacidades inerentes à Educação Plástica. Concluiu-se que as atividades como propostas didáticas favoreceram os mecanismos de percepção, apreciação, expressão plástica, visual, motora e criativa dos professores em formação. A experiência constitui um produto do trabalho colaborativo dentro da Rede Ibero-Americana de Liderança e Práticas Educativas (RILPE). [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The learning of Plastic Arts Education is considered vital in the initial training of primary school teachers. Teaching implies transferring and transforming knowledge of the subject itself into knowledge of the subject for teaching; that is, that students' perceptual, expressive and creative capacities can be developed as a means of representation and communication. The objective of the article is to present the results of a pedagogical experience implemented in the teaching-learning process of the subject Didactics of Music and Plastic Arts Education, taught in the fourth year of the Bachelor's Degree in Primary Education, mostly focused on the plastic arts component. From a qualitative approach, with the use of scientific methods such as document analysis, observation guides, questionnaires and pedagogical tests, the reality was diagnosed. The results pointed to the acquisition of knowledge, skills and values for working with elements of visual language, spatial indicators and laws of perception in their relationship with feelings, emotions and capacities inherent to Plastic Arts Education. It was concluded that the activities, as teaching proposals, fostered the preservice teachers' perception, appreciation, and artistic, visual, motor, and creative expression. The experience is a product of collaborative work within the Ibero-American Network of Leadership and Educational Practices (RILPE). [ABSTRACT FROM AUTHOR] |
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| ISSN: | 18157696 |
