(Português) Arte pública como recurso educativo: contributos para a abordagem pedagógica de obras de arte pública

The subject of this thesis begins with the study of two key areas usually approached in a separate way – Public Art and Art Education- however we study them joined, and this situation give us the possibility to come up with a new knowledge, as a result of the intersection between these two areas, that made us consider Public Art as an educational resource.

We consider Public Art as a group of art objects put in urban places, permanently or temporarily, easily available to the citizens, and with the capacity to promote the identity of a place near their involuntary and no expert users, to make possible to deal with art in a different way.

We did an empirical study in order to clarify if a townscape with lots of Public Artworks could certainly contribute to the development of Visual Art Literacy, in students of the 5th and 6th grades. For this we applied a questionnaire to a sample of 240 students, in six schools around the country, three of them situated in places with a lot of Public Art and the other three situated in places with a few Public Art.

After that study we made a comparison and we can conclude students from places with a lot of public Art give more attention to the art elements of townscape than students from places with a few Public Art; they also consider as artworks a large number of art display; they seem to know better Public Art definition and its functions; they identify more easily Public Art work; they tend to have a good knowledge about the specific vocabulary of Visual Arts, namely the difference between sculpture and statue; they seem to be in a superior stage of artistic and aesthetic valuation; they know much more about art in general and they have a better capacity to evaluate art.

We conclude, students of the 5th and 6th grades that attend schools situated in places where are lots of Public Artworks in townscape have a higher development of the urban space perception and a higher level of Visual Arts Literacy, because of their daily contact with these artworks, but also because of their developed socio-cultural environment.


Key words: Public Art; Art Education; Visual Arts Literacy; Townscape Perception; Pedagogical approach of artworks.

Year 2007
Type Thesis
Institution Faculdade de Belas Artes da Universidade de Lisboa
Degree Master
Supervisor(s) Margarida Calado, Ana Bela Mendes
Language Português
Field Art Education