A reflexão inesgotável de um estágio pedagógico; Desmontando (pre)conceitos - uma unidade didática em Educação Visual

Abstract

This report describes a reflection on a set of pedagogical practices and actions that can be understood as frequent in social relationships, in school dynamics and in the usual procedure of the Visual Education subject. It begins with a brief reflection on the act of (re)starting. This is followed by an account of some of the moments during my internship at the João Gonçalves Zarco Secondary School and reveals episodes that motivated further reflection at a pedagogical level. From the educational processes that insistently refer us to a single understanding of essential learning, various analogies develop with the fulfilment and reproduction of a doctrine of knowledge that is considered valid. The school is seen as the best place to train students, as it is a space where hierarchical languages and discourses are evident. At ZARCO, which doesn't have an arts course in secondary school and determines the most prestigious training, based on the policies of a system that owns us, intelligences are formed that are considered useful. Digital technologies are integrated into the entire school dynamic, which is why I analyse the mobile phone as a disciplinary device. I describe the entire structure and dynamics of the didactic unit developed - Dismantling (pre)concepts; the idealisation of which resulted from the observation of various curricular events and two essential impulses. With a 7th grade class, organised into working groups, several meetings were held to analyse and debate social concepts and stereotypes. Based on the various interpretations of these (pre)concepts, the groups created stop motion animation videos. Actions and communication objects were developed to publicise the work. I conclude the report by making an assessment, in which I reinforce the importance of a continuous self-questioning of the pedagogies that have been idealised and put into practice in a school that emphasises the transmission, reproduction and evaluation of skills to the detriment of valuing criticism.