Abstract:

This text reflects on the activities developed in higher education artistic practices, focusing on the exploration and experimentation of Blender software for creating 3D content in visual projects. To enhance reflection on how to integrate technology and creativity in higher artistic education, promoting work processes that encourage autonomous research by students as co-authors of their learning. Based on dialogic dynamics, the activities methodology in the classroom followed a fluid, flexible, and collaborative learning environment, involving students from the class over one semester during the last year academic. The activities were structured around individual and interdisciplinary projects, stimulating students' creative development and encouraging them to research, make decisions, and self-regulate their actions. In a learning environment where students, alongside exploring digital tools, decide what and how to learn, they also become responsible for their own learning. Therefore, it was not only relevant to structure the learning contents based on dialogical dynamics between all participants (students and teacher), but it was also important to be able to identify and understand how some pedagogical practices can help students' creative development or, conversely, how some actions can constitute barriers to creativity. Also, involving students in these practices helps them assert their autonomy, determination, volitional action, and develop both individual and collaborative creativity.This framework enables a critical analysis of the pedagogical practices adopted by the teacher, namely regarding the mediation role, active listening, and encouraging autonomy. The main results show that the use of digital software, such as Blender—which is free and multiplatform—stimulates creativity, authorship, and dialogue among students. The production of 3D content proved to be a versatile and effective tool for developing artistic and technical skills, allowing students to establish connections between different areas of knowledge. It can be concluded that teaching practices geared towards technological experimentation and the promotion of authorship contributed significantly to student engagement, promoting autonomy, creative thinking, and the advancement of their knowledge as active agents in the educational process. Nevertheless, reflection on this experience highlights the importance of continuous monitoring by the teacher to overcome the challenges inherent in technological integration, to promote experiences that develop students' creative expression, and ensure the effectiveness and relevance of these practices in the context of arts education.

Keywords:

Art education, Teaching practices, 3D Blender, Creative process.