Ferramentas pedagógicas para o ensino da História das Artes Visuais

Abstract

This study is an action-research project carried out with students from the FullTime High School Escola Cidadã Integral Técnica Estadual Presidente João Pessoa, located in Umbuzeiro, Paraíba, Brazil. Its main goal was to investigate the use of pedagogical tools—mind maps and comic strips—in teaching the history of visual arts, aiming to incorporate these tools as active, collaborative methodologies within the teaching-learning process. Implementing mind maps enabled students to organize and visualize artistic concepts, thereby facilitating comprehension and content retention. Comic strips offered a playful, creative approach by combining text and image in an appealing, engaging manner. The study underscored the importance of dynamic pedagogical strategies that position students as protagonists in constructing their own learning. This aligns with Thiollent’s (2014) assertion that, in action research, participants are active agents who shape their own knowledge. Findings indicate a significant rise in student engagement and academic performance, confirming the value of these tools in teaching visual-arts history. In conclusion, employing mind maps and comics enriched the learning process and fostered skills such as critical thinking, creativity, and autonomy, according to the students’ own reports.