Teaching and Research in Visual Arts

Code:

MEAV09

Acronym:

DIAV

Keywords
Classification	Keyword
OFICIAL	Specific Didactics

Instance: 2025/2026 - 2S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master in Teaching of Visual Arts for Teachers of the 3rd cycle of Basic Education and of Secondary Education

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEAV	29	Plano de Estudos 2025	1	-	6	48	162
		Plano de Estudos 2025 - Transição	1	-	6	48	162

Teaching language

Portuguese

Objectives

Reflect on the issue of scientific knowledge production as a specific human activity;

Understand the specificities of research and intervention processes in arts education and, particularly, in visual arts teaching;

Critically and reflectively draw on paradigms and methodologies of research and intervention in education;

Articulate research methodologies and artistic practices in appropriate and productive forms of knowledge construction in contexts of arts education and visual arts teaching;

Think about and question the place of research and teaching, and their relationship, in a situated and critical manner.

Learning outcomes and competences

Explore and critically analyze research problems considered relevant to arts education and everyday teaching in the visual arts.

Experiment with modes of practice-based research in contexts that encourage investigative, questioning, and reflective attitudes as part of teaching professionalism.

Reflect on and question the position of the teacher-researcher and the practice of teaching in its relation to research practices.

Investigate and reflect on the different forms of knowledge production, including those that derive from action in educational contexts and their relationship with communities beyond the school.

Assign specificities to research and intervention processes in visual arts education based on critical methodologies and their situated place, recognizing the importance of contextualization and positionality.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Does not apply

Program

1. Physical sciences and social sciences and humanities: ruptures and discontinuities; different understandings and methodological possibilities.


2. The teacher-researcher and the relationship between teaching and research in visual arts: critiques, problems, and tensions.


3. Teaching practices, situated and relevant knowledge, and research-based learning.


4. Designing a research project based on everyday teaching:




1. links between research and teaching in the visual arts;


2. ethical and methodological tensions—critical methodologies, stand point, and positionalities;


3. social and environmental intervention activities in the visual arts;


4. research, innovation, and teaching in the visual arts;


5. teaching and learning devices;


6. materials and representations;


7. assessment in teaching and research in the visual arts.

Mandatory literature

Afonso Natércio; Investigação naturalista em educação. ISBN: 972-41-4487-9
Agamben Giorgio; Infancy and history. ISBN: 0-86091-645-6
Barthes Roland; Escritores, intelectuais, professores e outros ensaios
Barthes Roland; O^óbvio e o obtuso
Benjamin Walter; Sobre arte, técnica, linguagem e política. ISBN: 972-708-177-0
Berger John 070; Modos de ver
Berger Guy; A^investigação em educação
Bogdan Robert C.; Investigação qualitativa em educação. ISBN: 972-0-34112-2
Bruyne Paul de; Dinâmica da pesquisa em ciências sociais
Dias, Belidson & Irwin, Rita L. (orgs).; Pesquisa educacional baseada em arte: A/r/tografia, Editora USFM, 2013
Durand Gilbert; L.imagination symbolique. ISBN: 2-13-044686-8
Hernandéz, Fernando Hernández ; La investigación basada en las artes: propuestas para repensar la investigación en educación, Educación Siglo XXI, 26, 85-118, 2008
Jacob, François; O Jogo dos Possíveis, Gradiva, 1982
Kuhn Thomas S.; A^tensão essencial
Kuhn Thomas S.; A^estrutura das revoluções científicas. ISBN: 85-273-0111-3
Madoff, Steven H. (Ed.); Art School. Propositions for the 21st Century, MIT Press, 2009

Teaching methods and learning activities

Theoretical exposition

Work in small groups

Debate

Supervised individual work

Elaboration and presentation of a research/intervention project

keywords

Humanities > Arts > Visual arts
Social sciences > Educational sciences > Research methodology

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	50,00
Trabalho prático ou de projeto	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	3,00
Estudo autónomo	54,00
Frequência das aulas	48,00
Trabalho de investigação	57,00
Total:	162,00

Eligibility for exams

The assessment scheme adopted assumes compliance with the compulsory attendance. It is considered that the student complied with the attendance, having been regularly enrolled and to that extent not exceeding the limit number of fouls, corresponding to 25% provided for (cf. Article 9, 2 of regulation of evaluation).

On the other hand, to obtain frequency, students cannot get less than 10 values in the evaluation moments (classroom presentation and final paper).

Calculation formula of final grade

The assessment combines moments that occur during the semester and final moments, facilitating the inclusion of formative moments of monitoring and feedback. The assessment is expected to take into account: i) the design and development of a group research project that explores, problematizes, and deepens an issue related to everyday teaching, or that allows for its perspective, and its presentation in the classroom (50%); ii) the submission of a final paper describing and elaborating on the research process, including references and analysis of material resulting from fieldwork and/or empirical work, and its analysis, as well as a reflection on implications for teaching practices (50%) - in addition to the assessment of the written work, this last component of the assessment should include an oral discussion.

Examinations or Special Assignments

Does not aplly

Internship work/project

Does not aplly

Special assessment (TE, DA, ...)

Students who by law are required to frequently in class may be called upon to perform a particular paper, with a view to the assessment of skills and knowledge provided in this course. To this end, such a situation of layoff must be communicated to the teacher at the beginning of classes, with a view to defining the terms of delivery of special paper (cf. Article 7, 4 of regulation of evaluation).

Classification improvement

Improvements in the final assessment will take place under the terms of the regulation of evaluation (i.e. only once and in one of the two seasons immediately subsequent to that assessment in which students obtained approval), and shall consist of a complete reformulation of individual written paper and oral discussion.