VISUAL AESTHETIC EDUCATION FOR TEENAGERS IN ECOCOMPATIBILITY WITH THE ENVIRONMENT EMERGENCY AND THEIR PROJECTS AS CULTURAL HERITAGE

• DOI: https://doi.org/10.22533/at.ed.5584312414107

• Palavras-chave: Adolescent Work Project, Art Education Exploratory, Cultural Heritage, Teacher Training in Emergence, Visual Aesthetic Education.

• Keywords: Adolescent Work Project, Art Education Exploratory, Cultural Heritage, Teacher Training in Emergence, Visual Aesthetic Education.

• Abstract:

  The general objective of this communication is: to raise awareness of a structuring dynamic in Visual Aesthetic Edu- cation (VAE), developing adolescents to res- pond to the continuous emergence of their environment, with others (eco-compatibiliza- tion). The specific objectives are: 1.- Identi- fication of projects that are a reference for the innovative and increasingly interventional nature of VAE, which can be considered Cul- tural Heritage; with validation as a reference, through a VAE Exploratory. 2. Reflection on the implications of 1. for teacher education. The methodologies are: historical survey; and case study of Projects in 3rd Cycle/Secondary schools, mainly/but not exclusively urban, from Évora to Bragança; by fieldwork - and e-mail in pandemic time -; selected from 200+ Files (Records from ‘50s to the present) of the Art Education Exploratory of the University of Lisbon, which we have developed since PhD Thesis ‘05. And we reflect on the implications of 1., anchored in relevant concepts. Focus:

  1.1. Structuring the VAE in relation to its envi-

  ronment - From the 1950s to the present: Pio- neers-VAE (‘50-’60); Bauhausian curriculum revision ‘70; Curriculum Reform ‘75; Art/De- sign Option (‘77-’92); freedom of expression/ Public Art; transition to project work by stu- dents. 1.2. VAE in the contemporary environ- ment: Prior observation of the influence of Urban Art on everyday life. Analysis of trends in the contextualized expression of adoles- cents: A Cultural Heritage. In 2.: Implications of 1. for Curriculum Planning/Evaluation by Teachers. And we will emphasize some of the anchor concepts in the research. Conclusion

  - We recognize: The formative validity of VAE with growing intervening value for Adoles- cents, and as a cultural heritage; the need for teachers to reach this dimension in their cur- riculum planning and evaluation for this area; and the reference value of the Exploratory-

  -VAE, requiring school-university interaction.