As práticas artísticas como ferramentas na aprendizagem de conteúdos e valores na sala de aula
DOI:
https://doi.org/10.17398/0213-9529.44.1.66Palavras-chave:
educação, arte, desempenho académico, museus, recursosResumo
O sistema educacional exige cada vez mais a incorporação de ferramentas inovadoras para apoiar a aprendizagem de conteúdos. Este estudo analisou diferentes abordagens relacionadas ao uso de práticas artísticas na aquisição de conteúdos acadêmicos e valores. O objetivo principal foi examinar como a integração da arte na sala de aula influencia os processos de aprendizagem, as metodologias utilizadas e o desenvolvimento de habilidades e valores nos estudantes. Foi utilizado o método PRISMA por meio de consultas nas bases de dados WOS, ERIC, SCOPUS e Dialnet. Foram selecionados estudos publicados nos últimos dez anos, com relevância temática e centrados no campo da educação. Doze artigos atenderam aos critérios estabelecidos, observando-se um aumento significativo da produção científica nos últimos cinco anos. Os estudos analisados mostraram associações positivas entre a inclusão da arte e variáveis como motivação, desempenho acadêmico, criatividade e habilidades socioemocionais. Os resultados evidenciam que as práticas artísticas, em conjunto com metodologias inovadoras e recursos culturais, promovem uma aprendizagem mais significativa e um maior envolvimento dos estudantes. A revisão confirma os benefícios de integrar práticas artísticas no contexto educativo, especialmente no fortalecimento da motivação, do rendimento acadêmico e da aquisição de valores.
Downloads
Referências
Adom, D., Abroampa, W. K., Amoako, R., Toquero, C. M., & Kquofi, S. (2023). Towards an Inclusive Pedagogy: Applying the Universal Design for Learning in an Introduction to History of Global Art Course in Ghana. Journal of Contemporary Issues in Education, 18(1), 79-97. https://doi.org/10.20355/jcie29529
Bowen, D. H., & Kisida, B. (2022). Investigating the causal effects of arts education. Journal of Policy Analysis and Management, 42(3), 624–647. https://doi.org/10.1002/pam.22449
Chemi, T. (2015). Learning through the arts in Denmark: A positive psychology qualitative approach. Journal for Learning through the Arts, 11(1). https://doi.org/10.21977/D911115962
Dewey, J. (2008). El arte como experiencia (Trad. J. A. Marina). Paidós.
Dordio, A., Lancho, E., Merchán, M., & Merchán, P. (2024). Cultural Heritage as a Didactic Resource through Extended Reality: A Systematic Review of the Literature. Multimodal Technologies and Interaction, 8(7), 58. https://doi.org/10.3390/mti8070058
Egana-delSol, P. (2023). The impacts of a high-school art-based program on academic achievements, creativity, and creative behaviors. npj Science of Learning, 8(39). https://doi.org/10.1038/s41539-023-00187-6
Escribano-Miralles, A. (2015). Utilización del patrimonio para el aprendizaje de la historia en Educación Infantil: Experiencia educativa "¡Esta clase es un museo!". Pulso: Revista de Educación, (38), 8.
Escribano-Miralles, A., y Molina, S. (2015). La importancia de salidas escolares y museos en la enseñanza de las ciencias sociales en Educación Infantil: Análisis de un caso a partir del modelo CIPP. CLIO. History and History Teaching, 41, 1–31. http://clio.rediris.es/n41/articulos/EscribanoMolina2015.pdf
Films Media Group. (2013). Germany's education system: Dan Rather reports on global education systems [Video]. Films On Demand. https://fod.infobase.com/PortalPlaylists.aspx?wID=97665&xtid=114473
García-Huidobro-Munita, R., y Montenegro-González, C. (2020). Las prácticas artísticas con enfoques feministas como experiencias educativas que promueven la transformación social. Revista Electrónica Educare, 24(1), 1–16. https://doi.org/10.15359/ree.24-1.23
González-Zamar, M., Abad-Segura, E., & Ademar Ferreyra, H. (2023). Visual Arts Education literacy in university contexts. IJERI: International Journal of Educational Research and Innovation, (19), 170-186. https://doi.org/10.46661/ijeri.5735.
Goodman-Casanova, J., Guzmán-Parra, J., Mayoral-Cleríes, F., & Cuesta-Lozano, D. (2023). Community-based art groups in mental health recovery: A systematic review and narrative synthesis. Journal of Psychiatric and Mental Health Nursing, 31, 158-173. https://doi.org/10.1111/jpm.12970
Hobbs, T. D. (2021, May 13). Cheating at school is easier than ever—and it’s rampant. The Wall Street Journal. . https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=150290106
https://dialnet.unirioja.es/servlet/articulo?codigo=5592697
Jefferson, B. (2020). Education and school reform. In A. C. Washington y B. D. Brady (Eds.), The comprehensive history of educational practice (pp. 258–325). Highcourt Publishing.
Lee, C. (2023). Memorialization through metaverse: new technologies for heritage education. In Proceedings of the 29th CIPA Symposium “Documenting, Understanding, Preserving Cultural Heritage: Humanities and Digital Technologies for Shaping the Future” (Vol. XLVIII-M-2-2023, pp. 919–926). Florence, Italy.
Lekue, P. (2015). Artistic understanding and motivational characteristics. International Journal of Art & Design Education, 34(1), 44–59. https://doi.org/10.1111/jade.12007
Levstek, M., Elliott, D., & Banerjee, R. (2024). Music always helps: Associations of music subject choices with academic achievement in secondary education. British Educational Research Journal, 50(1), 385–413. https://doi.org/10.1002/berj.3928
Morris, T. H. (2019). Experiential learning – a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064-1077. https://doi.org/10.1080/10494820.2019.1570279
Moutawaqil, N., & Susanto, M. (2024). Implementation of differentiated learning in improving students’ learning subjects results at sdn 2 karang luhur. International Journal of Engagement and Empowerment (IJE2), 4(1), 37-47. https://doi.org/10.53067/ije2.v4i1.143
Neach, L. (2017). Connecting universal design for learning with gallery tours in art museum education [Trabajo de fin de máster, Colegio de Arte y Diseño Moore]. https://files.eric.ed.gov/fulltext/ED574834.pdf
Odewumi, M. O. (2020). Assessing learning experiences of senior secondary schools students in visual arts through web-based instruction. Pakistan Journal of Distance and Online Learning, 6(1), 1–16. https://files.eric.ed.gov/fulltext/EJ1301964.pdf
Pepic, V., McWilliams, S., Shuler, S., Williamson, H., & Secakuku, A. (2022). Evaluating the Impact of a Culturally Sensitive Art Program on the Resilience, Perceived Stress, and Mood of Urban American Indian Youth. American Indian and Alaska native mental health research, 29 1, 37-58. https://doi.org/10.5820/aian.2901.2022.37
Pinzón Arteaga, J. (2023). Teoría del aprendizaje significativo de Ausubel en el desarrollo de estrategias de aprendizaje hacia un pensamiento crítico. Ciencia Latina Revista Científica Multidisciplinar, 8(3), 8858-8870. https://doi.org/10.37811/cl_rcm.v8i3.12041
Prentiss, E. (2021). The effect of visual arts course placement on academic performance and behavior of sixth-, seventh-, and eighth-grade students attending a Tennessee K‒8 alternative school [Tesis doctoral, Universidad de Belhaven]. ProQuest Dissertations & Theses.
Sabeti, S. (2019). Making murals in the Marshall Islands and Hawai’i: An exploration of the possibilities and limits of artistic agency in a community arts education project. Crossings: Journal of Migration & Culture, 10(1), 71-87. https://doi.org/10.1386/cjmc.10.1.71_1
Samiya, R. (2025). Education through the cultural dimension: integration of knowledge with traditions and arts. Studies in Education Sciences, 6(3). https://doi.org/10.54019/sesv6n3-009
Sari, H., Çevik, M., & Çevik, Ö. (2024). The impact of STEAM (STEM + arts) activities on learning outcomes in students with specific learning disabilities. Support for Learning, 39, 3–21. https://doi.org/10.1111/1467-9604.12462
Sarroub, L. K., & Nicholas, C. (2021). Doing fieldwork at home: The ethnography of education in familiar contexts. Rowman & Littlefield Publishers. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1523&context=teachle arnfacpub
Štěpánková, K. (2022). The Importance of Self-Experience in Art for Future Generalist Teachers. Tercio Creciente, 75-90. https://doi.org/10.17561/rtc.extra6.7008
Tao, Z., & Burtseva, Y. (2024). Principles of Teachers’ Multicultural Competences Development in the Art Cycle Disciplines. Educational Challenges, 29(2), 401-413. https://doi.org/10.34142/2709-7986.2024.29.2.27
Tural, A. (2023). Pre-Service Teachers' Opinions on the Role of Museums in Value Transmission. Problems of Education in the 21st Century, 81(4), 547–562. https://doi.org/10.33225/pec/23.81.547
Ukeni, I. (2023). A case for film as an andragogical tool for business schools in Africa: Trends, challenges and prospects. Africa Journal of Management, 9, 401 - 422. https://doi.org/10.1080/23322373.2023.2273748
UNESCO. (2006). Hoja de ruta para la educación artística: Conferencia Mundial sobre la Educación Artística, Lisboa, 6–9 de marzo de 2006. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000384200_spa
Wegner, G. (2019, January 4). First Lego league wrap 2018. Graham Wegner – Open educator. https://gwegner.edublogs.org/
Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2025). The relevance of Vygotsky's constructivism learning theory with differentiated learning in primary schools. Journal of Education and Learning (EduLearn), 19(1), 431–440. https://doi.org/10.11591/edulearn.v19i1.21197
Xu, B. (2024). Practice of Digital Media Art Education Based on Virtual Reality Technology. Journal of Electrical Systems, 20(3), 1714-1723. https://doi.org/10.52783/jes.1711
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2025 Campo Abierto, Revista de Educación y Psicología
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
