VISUAL AESTHETIC EDUCATION FOR TEENAGERS IN ECO-COMPATIBILITY WITH THE SURROUNDING EMERGENCY AND HERITAGE CULTURAL PROJECTS

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

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

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

• Abstract:

  The general objective of this communication is: to raise awareness of a structuring dynamic in Visual Aesthetic Education (VEA), training adolescents to respond to the continuous emergence of their surroundings, with others (eco-compatibility). The specific objectives are: 1- To identify projects that are a reference for the innovative and increasingly interventional nature of VSE, which can be considered Cultural Heritage; with validation as a reference for a VSE Exploratory. 2. reflection on the implications of 1. for teacher training.
  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+ Charts ('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 EEV in relation to its surroundings - From the 1950s to the present: Pioneers-EEV ('50-'60); Bauhausian curriculum revision '70; Curriculum Reform '75; Art/Design Option ('77-'92); freedom of expression/Public Art; transition to project work by students. 1.2. EEV in the contemporary environment: Prior observation of the influence of urban art on everyday life. Analysis of trends in the contextualized expression of adolescents: A Cultural Heritage. In 2.: Implications of 1. for Curriculum Planning/Assessment by Teachers. And we will emphasize some of the anchor concepts in the research.
  Conclusion - We recognize: The formative validity of EEV, with growing intervening value for Adolescents, and as a cultural heritage; the need
   
  for teachers to dimension curriculum planning and assessment for this area; and the reference value of the Exploratory-EEV, requiring school-university interaction.