Aprendizagem Baseada em Problemas: contribuições de um estudo de caso sobre arte moderna para a formação integral dos estudantes do 2° ano do curso técnico de nível médio integrado em redes de computadores do Instituto Federal do Acre

Abstract

Contributions of Art teaching to the integral formation of the student through Problem-Based Learning The technical training of integrated high school covers training for work and for further studies, which means that there is a reflection around this training aiming at quality and omnilaterality. The readings indicated that the quality of teaching increasingly requires a change in the traditional relationship of the teaching-learning process and made it questionable whether by using active methodologies that facilitate the assimilation of knowledge in the discipline of Art aiming at meaningful learning, it would contribute to the integral formation of students. In this sense, the objective of the present research was to understand the contribution of a case study on modern art, elaborated with subsidies from Meaningful Learning and the Problem Based Learning methodology, in the integral formation of the students in a 2nd year class of the technical course integrated in Computer Networks of the Federal Institute of Acre - IFAC. For that, were used diaries reflective, concept maps and questionnaires as main methodological procedures. The results achieved were organized in three articles that make up the chapters of this dissertation as follows: in the first, a bibliographical research on technical level training in the country was presented through a comparative study of curricula; in the second article, it was the theoretical reference on the PBL methodology as the possibility of being used in teaching Art in the case study format, that, the daily reflective, concept maps and questionnaires are used as main methodological procedures. The results achieved were organized in three articles that make up the chapters of this dissertation as follows: in the first, a bibliographical research on technical course in the country was presented through a comparative study of curricula; in the second article, it was the theoretical reference on the methodology of PBL as the possibility of being used in the teaching of Art in the case study format, with subsidies of Significant Learning and the use of a conceptual map as learning enhancers. In the third article, the development, application and evaluation of a teaching proposal for the discipline of Art was presented using the methodology of PBL through the case study. The data collection occurred during the application of the methodology and it used reflective diaries, concept maps, questionnaire on PBL and direct observation, which underwent a predominantly qualitative analysis such as content analysis. It was sought to understand the occurrence of significant learning, the development of skills and abilities typical of PBL and the contribution to a comprehensive education of the students involved. It was concluded that the use of the PBL methodology through a case study contributes to the learning of the expected content of the Art discipline in an autonomous way and to the development of important skills and capacities for acting in art such as collaborative work, the resolution of problems, research, reasoning and creativity. The occurrence of Significant Learning inferred through concept maps and presentations made by students was possible due to the valuation of previous knowledge and the hierarchical organization of the contents in the learning process. Considering the occurrence of significant learning of the contents, development of autonomy, skills and important capacities for life and for the professional future, it led to understanding that PBL through a case study contributed to the integral training of students. Based on these results, an educational product for the arts area was developed with the objective of disseminating the ABP methodology through the case study and assisting teachers in its use in the classroom.