Publicação
Cave paintings, the case of Altamira as an issue to promote an interdisciplinary approach
| Resumo: | Interdisciplinarity arises frequently in the institutional discourse and appears to reflect the need to re-acquire a certain unity of knowledge in a world dominated by increasing specialization. However, institutional practice, even in the early years of schooling, departs quite often from modalities of interdisciplinary articulation which require a lot of work preparation, and time is always scarce in the growing range of tasks that are posed to teachers. However, interdisciplinarity does not have to be a question of all or nothing, and can naturally take different degrees and involve a greater or smaller range of subjects or areas of knowledge. In more practical terms, the implementation of interdisciplinarity can be achieved in different ways, like: starting a theme approach, defining a problem situation, treating a problem of holistic content, adopting a certain didactic approach or even during an activity. In this paper we discuss the potentialities of the subject "Cave paintings: the case of Altamira" in the promotion of arts education and scientific and environmental literacy, especially in their dimensions related to ‗learn Science‘ and to ‗reflect about the nature of Science‘. The implications in terms of acquisition of knowledge related with human history are also addressed, since the present theme intersects with paleoclimatic and ecosystemic aspects of the dynamics of the planet and of the evolution of the human being. This work seeks to draw the attention of in service teachers and future teachers to the enormous potential of this theme in promoting interdisciplinarity, indicating ways for its exploitation which are intended to be developed and tested in a formal learning context. It is also hoped that this example will promote other knowledge connections that can be materialized in the context of basic education, both in Portugal and in Spain. |
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| Autores principais: | Almeida, António |
| Outros Autores: | García Fernández, Beatriz |
| Assunto: | Cave art Scientific literacy Artistic education Interdisciplinarity History of humanity |
| Ano: | 2016 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Científico do Instituto Politécnico de Lisboa |
| Resumo: | Interdisciplinarity arises frequently in the institutional discourse and appears to reflect the need to re-acquire a certain unity of knowledge in a world dominated by increasing specialization. However, institutional practice, even in the early years of schooling, departs quite often from modalities of interdisciplinary articulation which require a lot of work preparation, and time is always scarce in the growing range of tasks that are posed to teachers. However, interdisciplinarity does not have to be a question of all or nothing, and can naturally take different degrees and involve a greater or smaller range of subjects or areas of knowledge. In more practical terms, the implementation of interdisciplinarity can be achieved in different ways, like: starting a theme approach, defining a problem situation, treating a problem of holistic content, adopting a certain didactic approach or even during an activity. In this paper we discuss the potentialities of the subject "Cave paintings: the case of Altamira" in the promotion of arts education and scientific and environmental literacy, especially in their dimensions related to ‗learn Science‘ and to ‗reflect about the nature of Science‘. The implications in terms of acquisition of knowledge related with human history are also addressed, since the present theme intersects with paleoclimatic and ecosystemic aspects of the dynamics of the planet and of the evolution of the human being. This work seeks to draw the attention of in service teachers and future teachers to the enormous potential of this theme in promoting interdisciplinarity, indicating ways for its exploitation which are intended to be developed and tested in a formal learning context. It is also hoped that this example will promote other knowledge connections that can be materialized in the context of basic education, both in Portugal and in Spain. |
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