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 número26Um olhar sobre o papel das tecnologias da visão na construção de noções e práticas de literacia visual entre os jovensCrítica e utopia, ou uma pedagogia da possibilidade na construção de políticas de educação democráticas índice de autoresíndice de assuntospesquisa de artigos
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Revista Lusófona de Educação

versão impressa ISSN 1645-7250


Visual Arts and transdisciplinarity in the age of complexity: a continuous pedagogical practice. Rev. Lusófona de Educação [online]. 2014, n.26, pp.103-122. ISSN 1645-7250.

After the first decade of the 21st century, we are faced with a reality marked by complexity, volatility and uncertainty, associated with globalisation, accelerated technological development, social and financial crisis and resulting tensions. In this context, we note that the curricular structure and the organization of our schools remains based on a content division model with little relationship to the skills and knowledge necessary for the survival and success to which creativity is key. This reality, reflected by many contemporary thinkers, is also perceived by some teachers. So they have been engaged in the implementation of pedagogical practices that focus on the concepts of transdisciplinarity/complexity, grounding them on project pedagogy, which psychology references as belonging to personalistic theories and based them in a research-action methodology (think and act on the identified needs). In this article we describe, in sequence, the development of three transdisciplinary projects according to the model of Jantsch, the processes are discussed, the developed products presented and the impacts on the community analysed. At the end some findings and recommendations that may be useful for the development of strategies differentiated from the existing ones are presented.

Palavras-chave : transdisciplinary; action-research; project pedagogy; inclusion.

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