Disertación/Tesis

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2024
Disertaciones
1
  • MARLUCE SILVA SOARES SIQUEIRA
  • THE LIBERATING ACTION OF THE THEATER OF THE OPPRESSED AT SCHOOL: THE CRY OF THE INNOCENT

  • Líder : REBEKA CAROÇA SEIXAS
  • MIEMBROS DE LA BANCA :
  • REBEKA CAROÇA SEIXAS
  • ANDRE CARRICO
  • RUMMENIGGE MEDEIROS DE ARAÚJO
  • Data: 28-feb-2024


  • Resumen Espectáculo
  • This article aims to report an Experience with the Theater of the Oppressed, in Elementary School I, at the Reginaldo Ferreira Neto Municipal School, located in the North Zone of Natal. The objective of the research is to analyze the teaching of theater as an artistic action that liberates the voice of the oppressed in the process of learning and training the subject, through Augusto Boal's Theater of the Oppressed, encouraging them to identify oppressive issues and their possible solutions. To this end, Action Research was chosen as it provides better preparation to students for real actions, in their daily and social existence, and Literature Review in articles studied during the subjects of the Master of ProfArtes at UFRN, official Education documents, among others that dialogue with the topic. It is in this context that the methodological paths intertwine, in the dialogue with FREIRE (1987, 1996), in the pedagogy of the oppressed, and of autonomy, contributing directly to our conversation circles and reflections, as we know that liberation comes through through the confession of the historically oppressed, and the awareness of their inconclusiveness. We go through FOCAULT (1987), in the work 'Discipline and Punish', about the body and mind trapped, rooted in cultural perpetuations passed from generation to generation. We come across SPOLIN (2010), and theatrical games, which were the starting point for theater making, exploring the where, what and who. When telling their stories, students see the real in the imaginary, bringing their concerns. But it is with BOAL (2005), through the Theater of the Oppressed, that the possibility of giving a voice to oppressed students is achieved. In this process, oppressive themes were identified: Family Abandonment, Family Conflicts, Suicide, Sexual Abuse and Racism. From this identification, it was soon realized that Basic Education students needed to understand their history. From this perspective, the students sought to understand their origins, talking to family members, and carrying out research on the history of Africa, and the arrival of black people in Brazil, and how their lives were taken by the oppressor. A dialogue was then established with the Theater of the Oppressed, the pedagogy of the oppressed, reflections on identity and memory, to construct the scenes of the Theatrical Presentation: "The Cry of the Innocents", being divided by oppressive themes, and ending with the choreography of the African dance Jerusalema, to remind students of their ancestry. Therefore, through the Theater of the Oppressed, with an emphasis on the techniques: Forum Theater, Image Theater, the Rainbow of Desire, and other artistic languages, students were able to have a voice, expose their conflicts, and their possible solutions, in addition to to reflect on your identity, that is, recognize yourself, understanding your history, deconstructing prejudices ingrained over the years. Ultimately, only a liberating education forms critical subjects who transform their reality, and authors of their own history.

2
  • LARISSA ARAÚJO DE FARIA
  • Dance, education, body and ancestry: anti-racist dance process of creation at Escola Municipal Dr. Eloy de Souza, in the municipality of Lajes, RN.

     

     
  • Líder : TANIA MARIA DE ARAUJO LIMA
  • MIEMBROS DE LA BANCA :
  • TANIA MARIA DE ARAUJO LIMA
  • RENATA VIANA DE BARROS THOME
  • MARIA DE LURDES BARROS DA PAIXAO
  • JUCELY REGIS DOS ANJOS SILVA
  • Data: 29-feb-2024


  • Resumen Espectáculo
  • The present research aims to show a cartographic study, an anti-racist dance creation process that took place in Escola Municipal Dr. Eloy de Souza, a school located in Lajes/RN. This intervention process reveals pedagogical and transgressive trajectories which is based on the implementation of the law 11.645 at the school environment. At the same time, studies about the importance of the dance to educate and strengthen the transgression of the bodies were done using the contact and improvisation practice, the support we use to create a possibility to construct an autonomous and anti-racist trajectory to the students. Besides, this dissertation is also concerned to map the ancestral and subjective processes of those “bodies-territories” of knowledge, those which dance and tell their own narratives and also have recognized and enhanced memories. This process will happen through experiences and research into afro dances and their nuances, like circularity, weight, directions, movement and pause. All of those points will be experience through an immersion of contact and improvisation practice to the creation, the game of capoeira and the samba de roda. Supported by education laws and based on dialogue with researchers who build possible paths for anti-racists dance education in their production, this dissertation is concerned to promote a conversation with Freire (2013), Almeida (2019), Munanga (2005), Fanon (2018), Moura (2019), Porpino (2018), Oliveira (2005), Santos (2021) and Hooks (2003). The research will go trough the field of sensitivity and subjectivity, the production and recognition of the afro-diasporic ancestral memory of the bodies, to build a process of creating the geographic exhibition, which will be presented to the school community.

3
  • MARIA CRISTINA DA SILVA PEREIRA
  • LEY 11.645/08: TERRITORIO DE DECOLONIZACIÓN PARA LA ENSENÃNZA Y APRENDIZAJE EN TEATRO

  • Líder : TANIA MARIA DE ARAUJO LIMA
  • MIEMBROS DE LA BANCA :
  • TANIA MARIA DE ARAUJO LIMA
  • REBEKA CAROÇA SEIXAS
  • ASSUNÇÃO DE MARIA SOUSA E SILVA
  • Data: 29-feb-2024


  • Resumen Espectáculo
  • El presente artículo es el resultado, en el ámbito de la educación teatral, de una investigación dirigida a la implementación e importancia de la Ley 11.645/08. En esta travesía se analiza de que forma la ley en mención está siendo aplicada en la propuesta curricular de los cursos de formación teatral en las instituciones de enseñanza del Estado de Rio Grande do Norte, principalmente en la modalidad de educación superior y de la educación básica. Se analiza la relevancia de la Educación para las Relaciones Étnico-Raciales (ERER), en conjunto con el cumplimiento de la Ley 11.645/08 y su aplicabilidad desde la perspectiva de una educación decolonial en la formación y actuación docente en la enseñanza del teatro. Esta investigación pretende también contribuir para la implementación de la Ley 11.645/08 que torna obligatoria la enseñanza de la história y cultura afro-brasileña  y africana y de los pueblos indígenas en el ámbito de la educación básica brasileña, con el objetivo de la decolonización de la enseñanza y aprendizaje en teatro. En el área del arte-educación, el artículo se encuentra fundamentado en el pensamiento epistemiológico de Ana Mae Barbosa (1998), ya en relación a la educación antiracista se utilizan las contribuciones epistémicas de Bárbara Carine Pinheiro (2023), Nilma Lino Gomes (2019), e Bell Hooks (2013).  En el área del colonialismo se dialoga con las importantes reflexiones de Aníbal Quijano (2009), para reflexionar sobre lo decolonial y su relevancia para la Construcción y desarrollo de una educación donde teorías y prácticas pedagógicas transgredan y rompan con la colonización del poder, del ser y del saber, nuestra interlocución sucede a partir del pensamiento de  Catherine Walsh (2005). Como ejemplos de prática teatral antirracista y decolonial el aporte epistémico de Hudson Neves (2017), nos presenta la importante representatividad del Teatro Experimental del Negro (TEN), así como Andreia Duarte e Naine Terena (2021), con su recopilación de textos dramatúrgicos teatrales haciendo referência a  los pueblos indígenas y a las  artes de la escena desde una perspectiva decolonizadora. De esa forma la investigación muestra que afrodescendientes y pueblos originários de Brasil están demarcando presencia en la escena cultural y artística.

4
  • DALVANIRA SOUSA DE MELO
  • THEATER TEACHING IN INTERFACE WITH “CORDEL'S LITERATURE”

     

  • Líder : ANDRE CARRICO
  • MIEMBROS DE LA BANCA :
  • ADEILZA GOMES DA SILVA BEZERRA
  • ANDRE CARRICO
  • MARCILIO DE SOUZA VIEIRA
  • Data: 29-feb-2024


  • Resumen Espectáculo
  • This article investigates a theatrical educational practice in the classroom in interface with cordel literature, carried out at Escola Cívica Militar João XXIII, Natal/RN in the 9th A and B, grade classes, morning shift of elementary school II. The School is located at Rua dos Pajeús, 1875, on the east side of Natal, in the old and commercial district of the city of Natal. It has a good physical structure, most students come from Alecrim and the others from all neighborhoods of Natal, including neighboring municipalities, such as: Extremoz, São Gonçalo do Amarante. Families are low-income. Theater and cordel literature are artistic themes arising from a specific creative and cultural context. The general objective: To analyze a 9th grade classroom experience using theater, in an interdisciplinary perspective with cordel literature, in order to promote the practice of reading and knowledge acquisition as an instrument that triggers expressiveness. The methodological proposal lies within the scope of qualitative research specifically, an experience report, from the literary analysis of the cordel leaflets, in order to value the cordel literature by inserting it as a means of teaching theater in school. The theoretical foundation in contributions to theater and cordel, we used Koudela (1998), Márcia Abreu (1999), Freire (1989), Ayala (2003), Boal (2001), Ana Mae (2003). Faced with this school intervention, theater and cordel literature must occupy a space in the school environment, with specificities in popular artistic production, to awaken and promote skills of collective experience of knowledge construction, which can help the teaching and learning of morphology of words in the formation of future readers.

5
  • CRISLANE DE ARAUJO SOUZA
  • Design thinking applied to arts teaching: methodological strategy for the arts, for future life projects, in the new high school.

  • Líder : MARCOS ALBERTO ANDRUCHAK
  • MIEMBROS DE LA BANCA :
  • MARCOS ALBERTO ANDRUCHAK
  • MARINEIDE FURTADO CAMPOS
  • RENATA VIANA DE BARROS THOME
  • ANGÉLICA DE SOUZA GALDINO ACIOLY
  • Data: 29-feb-2024


  • Resumen Espectáculo
  • The research focuses on the study and application of the concept of Design Thinking methodology applied to education, which can be used as a strategic and emancipatory teaching methodology that, related to practices developed on the concepts of Visual Arts, can enable the creation and development in a more effective and innovative way, promoting creation and artistic production. Dialoguing thus, with an interdisciplinary approach with a Life Project curricular component, it proposes to encourage the identity and social construction of New High School students in the conceptual framework of BNCC and scholars, artistic movements with: collaborative art and street art and artists Brazilian designers such as: Irmãos Campanas, Beatriz Milhazes, Os Gêmeos and Coletivo Muda, who served as inspiration for the development of artistic practices, which promote emancipation, resignification and artistic and educational production, both technical and humanistic, creative and reflective continuously transcending lives and school spaces.

2023
Disertaciones
1
  • JUVENCINA MAGNA SILVA DE ARAÚJO
  • THEATER TEACHING: A KEY TO DIALOGUES ON NEGATIVE STEREOTYPES WITH ELEMENTARY SCHOOL STUDENTS
     
     
     
     
  • Líder : NARA GRACA SALLES
  • MIEMBROS DE LA BANCA :
  • NARA GRACA SALLES
  • TANIA MARIA DE ARAUJO LIMA
  • URÂNIA AUXILIADORA SANTOS MAIA DE OLIVEIRA
  • Data: 27-feb-2023


  • Resumen Espectáculo
  • The present paper is focused on the study of negative stereotypes in the school setting of the initial school grades and their repercussions, stemming from reflective listening on the context in which Escola Municipal Professor Berilo Wanderley is embedded, as well as artistic appreciation, critical analyses, and experiments on the subject. As an art teacher, researcher, and appreciator, I have been instigated to reflect upon the stigmatized condition of the students of the referred school, located in the city of Natal, RN. The first analysis insights emerged when I watched the film Chave do Vale Encantado (2019), as I came across the possibility of "playing" with my students, through the fictional character of the theatrical language, telling stories where it would be possible to consider human plurality in its most diverse possibilities, therefore deconstructing the "single stories" idea, outlined by an eurocentric and colonial paintbrush. The study has been embodied following some questions, the main one being about the methodological possibilities to be used to discuss stereotypes in the school context. As a response to that, I engage in a dialogue with the following authors: Paulo Freire (2020), Augusto Boal (1999), Bruno Bettelheim (2020), Erving Goffman (1980), bell hooks (2020), Chimamanda Adichie (2019), among others presented on this artistic/pedagogical journey, where the crossing of a film work to theater results in a short scene of experimental and collaborative character.

2
  • STHELA CRISTINA DE MEDEIROS GOMES AMARAL
  • Music at School: experiences of composing, auditioning, and performing in the Musicalization Workshop with the flute with Elementary School students during the period of physical distancing

  • Líder : CAROLINA CHAVES GOMES
  • MIEMBROS DE LA BANCA :
  • CAROLINA CHAVES GOMES
  • LUIS RICARDO SILVA QUEIROZ
  • RENATA VIANA DE BARROS THOME
  • Data: 25-mar-2023


  • Resumen Espectáculo
  • The present work refers to research with the experiences of composing, auditioning, and
    performing in the Musicalization Workshop with the fluteatMunicipal School Professor
    Arnaldo Monteiro Bezerra, in Natal, RN, during the period of physical distancing. The
    general objective is to expose, reflect, analyze, and discuss experiences related to musical
    learningthatreflectonhumanformation.Thisisanevaluativeinvestigationofthe
    consequences of music inthe shaping of students in education. The lived experiences and the
    developed activities were carried out in Elementary School, permeated by action research in a
    qualitative approach, using class records through images, writings, and filming, as well as
    interviews with students and testimonials from family members, teachers, and management
    staff. As themain theoretical contributions of Music Education, we used Swanwick (2003a,
    2003b, 2014), Penna (2010), Loureiro (2003), Brito (2019), and Bastian (2018). In the context
    of the Covid-19 pandemic, we have Cruz (2020) and Ricci and Vieira (2020). In the
    reflections on the knowledge of experience, we seek foundation in Bondiá (2018) and Santana
    (2010). We conclude that it was a successfully developed project, both on the pedagogical and
    artistic sides, reflecting actions with noticeable results in the musical, personal, and social
    learning and growth of the students, who developed artistically and musically, cognitively and
    culturally. This experience can offer discussions that encourage the teaching of music in
    schools, pointing out possible paths in the teaching and learning relationships.

3
  • ILTON LUIZ FONSECA DE OLIVEIRA
  • FOTOPERFORMANCE: INTERVINDO NO COTIDIANO

  • Líder : RODRIGO MONTANDON BORN
  • MIEMBROS DE LA BANCA :
  • EDUARDO ROMERO LOPES BARBOSA
  • LAIS GUARALDO
  • RODRIGO MONTANDON BORN
  • Data: 03-abr-2023


  • Resumen Espectáculo
  • This article is an experience report with photoperformance in Arts classes at Campus Picuí of the Federal Institute of Education, Science and Technology of Paraíba. The general objective of this research is to investigate the development of actions aimed at a category of art, photoperformance, from the perspective of contextualizing and mobilizing the sociocultural reality of students in high school. Specifically, this work seeks to analyze my teaching experience, from a pedagogical action focused on photoperformance, to provoke reflections with the aim of improving practice in the classroom and deepening knowledge in relation to didactic strategies. The research is guided by action-research references, such as Gil 1991) and Tripp (2005). Regarding performance, the theoretical research is based on the following authors: Richard Schechner (2003); Jorge Glusberg (2009); Roselee Goldberg (2012); Regina Mellin (2008); Gilberto Icle (2018). With this research, a reflection was reached on the importance of the didactic strategy to achieve knowledge in Visual Arts, the importance of photography as a record and photoperformance as art.

4
  • ROSINEIDE SOARES SILVA
  • What dialogues should a performance be made with in adult education programs?

  • Líder : RODRIGO MONTANDON BORN
  • MIEMBROS DE LA BANCA :
  • ARLETE DOS SANTOS PETRY
  • EDUARDO ROMERO LOPES BARBOSA
  • RODRIGO MONTANDON BORN
  • Data: 15-abr-2023


  • Resumen Espectáculo
  • This dissertationpresents as its theme the performance in the teaching of Visual Arts, having
    as its research object, the dialogical paths of a performance. Imbricated to the contexts of
    students' lives, the research aims to analyze, identify and understand the creating process of
    the performance in Visual Arts, executed by students of Youth and Adult Education-YAE,
    mediated by dialogical paths. It is inserted in the scope of Youth and Adult Education, with
    the participation of level IV students from a Municipal School located in Natal/RN.
    Methodologically, it is based on qualitative research from the perspective of A/r/tography,
    as a living investigation that intertwines life, artistic work, research and teaching/student
    practice. Its epistemological approach links with the theoretical conception of art as
    Experience, according to Dewey (2010) and Larrosa (2015); the Freirian Pedagogy (1996,
    2020, 2021a, 2021b, 2021c) under the dialogic bias; the Triangular Approach systematized
    by Barbosa A. (1998, 2003, 2010, 2015, 2019); the specificities and possibilities of
    Performance in the Visual Arts, according to Melim (2008) and Barbosa E. (2018); to address
    aspects of YAE, Arroyio (2017); The artistic contribution of the performative actions is
    anchored in Hélio Oiticica's Parangolé, according to Favaretto (2015) and Waly (2015),
    among other authors. We apprehend, with this investigation, that the construction process of
    a performative action in Visual Arts, imbricated to the students' life contexts, enhances
    knowledge and promotes transformations in the aesthetic and critical perception of the
    subjects. The problematization of visualities through this action encourages the body
    dialogues as a field of experience, daily aesthetics, proposer contexts, materiality/creation
    processesand pedagogical mediation, leading to a singular aesthetic experience. We
    recognize that the performative act as a particular form of perception of the body, gives
    meaning to the visualities that are configured from it in a performative action, passing from
    narrative to imagery poetics by students of Youth and Adult Education.

5
  • BARBARA GRACE TINÔCO
  • The use of ICTs in music classes: a case study with 9th grade classes at E. E. Dr. Manoel Dantas

  • Líder : CAROLINA CHAVES GOMES
  • MIEMBROS DE LA BANCA :
  • CAROLINA CHAVES GOMES
  • JUCIANE ARALDI BELTRAME
  • RENATA VIANA DE BARROS THOME
  • Data: 02-jun-2023


  • Resumen Espectáculo
  • This research refers to an experience of use of Information and Communication technologies on 9th grade music lessons of the Escola Estadual Dr. Manoel Dantas located at the Santo Antônio do Salto da Onça city. The main goal of this research is to analyze the space and relevance of the use of ICTs in music classes in elementary schools, in addition to highlighting the use of ICTs and discussing its space in the planning and conducting of music classes at the school institution mentioned above, specifically in the 9th grade classes, and with that to present possibilities of insertion of ICTs in the process of teaching and learning of music in the final years of Elementary School for the teaching community. The research was carried out between 2021 and 2022, it brings with it a literature review on the subject of ICTs in music education and some important concepts for the execution of classes using technologies, in addition to bringing analysis of the lesson plans used and interviews with the participating students.

6
  • LUCIFRANCE FIGUEIREDO DA CUNHA
  • Audiovisual production in visual arts classes: reading, contextualization andnartistic creation from elements of visual language

  • Líder : ARLETE DOS SANTOS PETRY
  • MIEMBROS DE LA BANCA :
  • ARLETE DOS SANTOS PETRY
  • REJANE RECKZIEGEL LEDUR
  • RENATA VIANA DE BARROS THOME
  • SALETE PAULINA MACHADO SIRINO
  • Data: 26-jun-2023


  • Resumen Espectáculo
  • This article discusses the teaching of Visual Arts in the light of the use of national and foreign audiovisual productions pre-selected for exhibition in the classroom, identifying in these productions the visual elements: color and light, bringing them closer to the audiovisual elements: framing, plans, angles, camera movements and editing. This study was carried out in the 2nd year classes of the integrated technical course in Informatics at the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN -, in the city of Apodi, comprising the period of isolation caused by the COVID-19 pandemic. . It aims to consolidate a pedagogical proposal that uses audiovisual in Visual Arts classes. To achieve this purpose, a theoretical analysis of the possible relationships between the audiovisual and the contents of the Visual Arts that are likely to be worked on from it was carried out, in addition to the identification of successes and errors during the didactic-pedagogical course. It relies on the writings of Barbosa (2014), Pillar (1999) and Ostrower (2013) on studies of images in art teaching, Berle (2021), Ferreira (2010), Kielt (2020), Moraes (2021) and Vilaça (2013) with regard to reflections on the use of audiovisual as a pedagogical resource and, finally, the fabric of dialogues with authors who address cinema in school education, such as Bergala (2008), Bazin (2018) and Fresquet (2017). As a methodology, it uses ex-post-facto research to analyze, evaluate and reflect on art teaching based on the use of audiovisual productions in remote teaching, which occurred during the pandemic period. As technical procedures, this study used an electronic questionnaire and document analysis. As a result, it was noticeable the need for frequent face-to-face meetings, in larger quantities, so that the appreciation, discussion and analysis could be effective, in addition to giving focus to the work with other elements of the visual language. Another conclusion was the importance of a greater quantity and diversity of audiovisual productions for appreciation, serving to improve the aesthetic look and the accurate analysis of moving images, which would also help in the qualification of the students&; productions.

7
  • TÉRCIA MARIA DE SOUZA SILVA
  • MUSIC TEACHING AND INTERDISCIPLINARITY: the interface of the arts in everyday school life, a possible dialogue.

  • Líder : RENATA VIANA DE BARROS THOME
  • MIEMBROS DE LA BANCA :
  • LUIS RICARDO SILVA QUEIROZ
  • RENATA VIANA DE BARROS THOME
  • TANIA MARIA DE ARAUJO LIMA
  • Data: 21-jul-2023


  • Resumen Espectáculo
  • The present work proposes to demonstrate the importance of art
    and its interfaces, in the school routine, providing a dialogue through the teaching and
    learning of music. Such a proposal can promote interdisciplinarity through artistic
    productions during the creation process, improvisation and artistic discoveries, thus
    favoring development at an individual and collective level. Inspired by the thinking of
    John Paynter, with an emphasis on creativity, the teaching experience is inserted in a
    complex universe, envisioned by Carl Rogers and Edgar Morin, to the constant
    reconstruction and articulation of knowledge. It is in this context that we have promoted
    activities that seek to involve and make the process of artistic creation more dynamic
    and innovative through the construction of parodies and poems set to Rap music.

8
  • KAENIA SANTOS LOPES DE PAIVA
  • From the imagery of social media nowadays to the construction of a new 'self-look': A case study in education and visual culture

  • Líder : MARCOS ALBERTO ANDRUCHAK
  • MIEMBROS DE LA BANCA :
  • Maria Emilia Sardelich
  • FABIOLA CRISTINA ALVES
  • MARCOS ALBERTO ANDRUCHAK
  • SUÉLY GLEIDE PEREIRA DE SOUZA ANDRADE
  • Data: 01-dic-2023


  • Resumen Espectáculo
  • This study deals with a practice in art education centered around visual culture, where the main goal is to promote the perception of critical thinking about mediatic images today and their impact on the assimilation of adolescents, starting from the historical perception of variation standards of beauty, emphasizing the need for image reading teaching not only of a historical and social nature, but also mainly critical. Such analysis is based on the perception of beauty developed by the philosopher Scruton, on the spectacularization of existence in the view of Sibilia, on the critical observation of the imagery of social networks – Instagram –, with a comparison with the photographs of the artist Sebastião Salgado. Based on a methodology of case study action research and a methodology of teaching Ana Mae Barbosa's Triangular Approach, directing an investigative base based on the effective participation of students, where dialogues and critical analyzes were promoted based on imagery perception (photography), We sought to elucidate the question: Is it possible to teach how to think about beauty based on the values that the individual considers fundamental? This study aims to develop, in those involved, the perception of how they feel in front of the images of the social networks, to verify the possibility of promoting a change in this feeling – when of a negative nature –, to provide a critical perception about these images and to analyze the possible existence of change in their perception.

9
  • DANIELA DANTAS GONÇALVES DE OLIVEIRA
  • A METAMORPHOSIS: THE TEACHER-ARTIST, BETWEEN COMMON PLACES AND DISTINCT PLACES

  • Líder : REBEKA CAROÇA SEIXAS
  • MIEMBROS DE LA BANCA :
  • ARLETE DOS SANTOS PETRY
  • KEILA FONSECA E SILVA
  • REBEKA CAROÇA SEIXAS
  • Data: 07-dic-2023


  • Resumen Espectáculo
  • This work addresses the analogous relationship of the artist who is an art teacher, when dealing with the identity of this professional, when he works between the stages and/or in the classroom, based on the theme “A metamorphosis: the artist-teacher, between common places and different places”, the peculiar characteristics and the dialogue involved in the process are approached. This problem consists in understanding: To what extent does artistic work transform the classroom space, promoting a meeting of values and references in the contribution of teaching-learning? And, on the other hand, how does the role of teaching affect, change and contribute to the artist's career and work? This questioning is necessary, due to the fact of a persistent diffusion, in view of the discussions related to artistic practice and teaching in Art. The purpose of this study is to exhort the possibilities of perception through art, in line with the various areas of knowledge that link practice and theory, artistic-aesthetic experiences to a didactic-pedagogical proposal. An analysis of making art in the classroom was promoted, as well as the attitude of the artist who is in a pedagogical situation and the difficulties encountered in educational institutions. For that, the opinions transcribed through a questionnaire with experience reports were taken into account, it is a collection of data between artists and art teachers, in addition to having a bibliographic study for better elaboration and reflection on the optics of cognitive, aesthetic and didactic skills. The research data are being archived in the hope that the results will corroborate with the promotion of an analysis capable of clarification about the artist-teacher and the art teacher.

2022
Disertaciones
1
  • GIMENY DAYANA CRUZ DE BRITO
  • Experiences in dance teaching based on active methodologies: Co-adjuvances and protagonism

  • Líder : MARINEIDE FURTADO CAMPOS
  • MIEMBROS DE LA BANCA :
  • JUSSARA CORRÊA MILLER
  • LARISSA KELLY DE OLIVEIRA MARQUES
  • MARCILIO DE SOUZA VIEIRA
  • MARINEIDE FURTADO CAMPOS
  • Data: 31-oct-2022


  • Resumen Espectáculo
  • The present work has the general objective of building and re-signifying, from the pedagogical and methodological practices presented to the students of the Eva Lúcia Bezerra de Mendonça Municipal School, teaching tools that stimulate interest in the Dance curricular component, impregnating it with meaning, providing students meaningful learning. And, more specifically, to encourage the use of active methodologies in Dance; encourage the use of technological tools for the learning process; make the student the protagonist of their learning; present the existing cultural affectivity in Dance; working with body practices from the body repertoire of each student, providing them with the opportunity to build and re-signify their own signs of learning. The methodology is predominantly qualitative, from an action research perspective and also based on the analysis of the activities proposed in the classroom with students of the 3rd year of Elementary School, in the year 2022, through an experience report. In this process, we are based on authors who dialogue with Meaningful Learning (AUSUBEL, 1982); Active methodologies (BACICH & MORAN, 2018); Art as experience (DEWEY, 2010); Dance is education (PORPINO, 2010); Language of dance: art and teaching (MARQUES, 2010), among others. In this way, It is a perspective of dance teaching, based on the experience that the student lives with his body, his knowledge and the relationships he establishes in the midst of learning, filling with meaning the stimuli presented by the teacher, constituting and envisioning new meanings for the signs of learning. Therefore, this dissertation is organized into six chapters. The first chapter introduces the research theme “From co-adjuvancies to protagonisms”, in which I bring the objectives, justification, problem, question, locus, research methodology, the authors studied, as well as, a little of the our final considerations, emphasizing the importance of this work as a means of opening up to other academic research.

2
  • CRISANTO DANTAS SALES DE FREITAS
  • TEACHING MUSIC IN PUBLIC EDUCATION: DALCROZIAN PATHS

  • Líder : TANIA MARIA DE ARAUJO LIMA
  • MIEMBROS DE LA BANCA :
  • JOSÉ RAFAEL MADUREIRA
  • RENATA VIANA DE BARROS THOME
  • TANIA MARIA DE ARAUJO LIMA
  • Data: 23-dic-2022


  • Resumen Espectáculo
  • This research seeks to analyze and find answers upon the music teaching from the musical and rhythm education based on the precepts of Émile Jacques-Dalcroze (1865-1950). The plan of this research is divided into a theoretical part and a practical part: we start from readings and annotations, focusing on bibliographic research, in order to achieve a deeper theoretical interpretation. Secondly, we analyze the results to reach the main point of this study, which is the application, in a bimester, of the principles of the dalcrozian methodology in the classroom. The second stage of this research is the practical part, which is carried out in a seventh grade elementary school class at Escola Estadual João Ferreira de Souza, located in the city of Santa Cruz, RN. When appropriate, the students will experience playful activities with the experimentation of the principles of the dalcrozian methodology, with the main aim at promoting better perception and development in the teaching and learning process in the Arts/Music curricular component. During the practical interventions in the classroom, were used melodies and afro-Amerindian rhythms of the folk group “Boi de Reis”, with the intention of bringing the educational experience closer to the community that surrounds the school. Finally, we will present the results obtained in this study in the form of a pedagogical proposal and a scientific article.

3
  • MARIA ADEILZA PINHEIRO DA SILVA
  • The process of creating drawings with high school students in Visual Arts classes at Escola Estadual Profa. Ivani Machado Bezerra

  • Líder : MARINEIDE FURTADO CAMPOS
  • MIEMBROS DE LA BANCA :
  • MARINEIDE FURTADO CAMPOS
  • RENATA VIANA DE BARROS THOME
  • ZILDALTE RAMOS DE MACEDO
  • Data: 30-dic-2022


  • Resumen Espectáculo
  • Pedagogical practices in the area of Visual Arts in search of the creative instant during classes, through drawing, were the motivation for the research questions, namely: how to reach the silence that is not asked for? Would there be the possibility of developing the creative instant on the school floor? Do the formative conceptions base the pedagogical practice for the poetic processes? In this sense, we have as general objective: to analyze pedagogical practices in the area of Visual Arts that promote the instants of creation, the expressive potentialities of the line in the drawing of the students of the Escola Estadual Profa. Ivani Machado Bezerra, with the group belonging to the age group between 15 and 18 years old, this being the locus of our research that should culminate in a pedagogical proposal for High School. And more specifically, carry out a survey through oral, written and imagery testimonials about the students' aesthetic experiences, weaving relationships with the nature of the creative instant in Art classes; discuss the role of line in works of art during image readings; present exercises that make it possible to release the line in the students' visual compositions; show the set of works on the line in the visual compositions produced by the students; to compose a pedagogical proposal for High School in Visual Arts that considers the relevance of drawing for the freedom of creation. It is a qualitative research, as well as an action research. Therefore, the research is justified by the need to promote the making of art at school. The theoretical-methodological bias that underlies the investigation follows the lines of thought of the authors Cecília Almeida Salles (2011), Fayga Ostrower (2013), Mirian Celestes Martins (1998), Ana Mae Barbosa (2010), John Dewey (2010), Jorge Larrosa (2021), Edith Derdyk (2020), as well as the poetics of artists Pablo Picasso and Paul Klee. The text is structured by the initial considerations, followed by four chapters entitled: In search of the silence that one does not ask for; Theoretical Framework: warp that interconnects and sustains the investigation plots; Methodology: intertwining creation processes; by sewing together poetic ideas and final considerations. It is important to point out that the data collection was obtained through the feedback of activities focused on the aesthetic experiences forwarded during the elaboration of the pedagogical proposal in Arts.

4
  • THAÍSES CARLA GUEDES FERNANDES DUTRA
  • LITERARY PERFORMANCE: An anti-racist approach in the school environment

  • Líder : TANIA MARIA DE ARAUJO LIMA
  • MIEMBROS DE LA BANCA :
  • AMARINO OLIVEIRA DE QUEIROZ
  • RENATA VIANA DE BARROS THOME
  • TANIA MARIA DE ARAUJO LIMA
  • TATIANA WONSIK RECOMPENZA JOSEPH
  • Data: 30-dic-2022


  • Resumen Espectáculo
  • This study aims to report the experience of an artistic and literary performance implemented in Pedro Pascoal de Oliveira secondary state school, in Juazeirinho, Paraíba. Through this intervention, we intend to expand the knowledge and the appreciation of the cultural and racial diversity of black people and, consequently, to promote an antiracist practice in and from the above mentioned school. This will happen through activities which encompass the different artistic languages and genres, such as poems and rap music. Therefore, the word poetic will be bind to other utterabilities. In this sense, the image, the sound, the movement, the memory, the gestures, and even the silence can consist in elements that, when associated, represent a dinamic and fluid discourse. Consequently, they will reaffirm what the written text intends to communicate, resignifying it in a broader expressive set. It is important to emphasize that this activity is effectively possible due to Law 10.639/03, and that we will mediate the reading and reflection about texts from black authorship which will contribute to breaking stereotypes that scarred the history of this community for years. Therefore, the research question is: how will the black literature in performance implement an antiracist practice in today's society in and from Pedro Pascoal de Oliveira secondary state school? Moreover, this research presents an applied methodology, founded by students' perceptions and feelings regarding literature in performance. In this case, the student is the subject and object of research. The theoretical framework is formed by contributions in literary performance, such as Paul Zumthor (2010) and Diana Taylor (2013), as well as in rap poetry, as discussed by Amarino Queiróz (2007). Besides these authors, black artists and poets who adress anti-racism in their work are also part of the discussion in the classroom.

5
  • ROSANE DOS SANTOS DANTAS
  • THE SCHOOL IS ALSO OF SAMBA: The teaching of art as an experience and construction of a decolonial learning process

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • LARISSA KELLY DE OLIVEIRA MARQUES
  • MARCILIO DE SOUZA VIEIRA
  • MARINEIDE FURTADO CAMPOS
  • TATIANA WONSIK RECOMPENZA JOSEPH
  • Data: 30-dic-2022


  • Resumen Espectáculo
  • This article discusses a teaching experience, in the performance of teaching Art, with students of the 9th year of Elementary School II, at the Municipal School Professor Waldson José Bastos Pinheiro, in the community of Vale Dourado, in the neighborhood of Nossa Senhora da Presentation, a school of the public network of Natal (RN). It analyzes Samba as an object of study from the perspective of decolonial learning, by identifying how African dances influenced Brazilian culture and in particular the theme in question. It problematizes the political and social ills inherited from colonialist exploration in Brazil and points to the legitimization of cultural manifestations of African origin as actions of resistance and construction of knowledge and learning.The theoretical basis is based on Freirean pedagogy (FREIRE, 1998) and the "triangular approach" (BARBOSA, 2010) as an epistemological basis. VIEIRA (2007) and MARQUES (2003) will be used for reflections on dance teaching. The anthropological and sociological perspective of the Brazilian body, the African rhythm and its diversity, the materiality of this rhythm and its relations is based on SODRÉ (1998). The Brazilian institutional mechanisms that establish the compulsory nature of African and Afro-Brazilian History and Culture in schools, through the approach of Law 10.639 (BRASIL, 2003). NETO (2017) was used to deepen, in the history of Samba, the sociopolitical and musical relations that the theme traces with other references in the history of Samba (LOPES; SIMAS, 2020). To discuss the racial sociopolitical context, we based ourselves on HOOKS (2017). This theoretical basis led us to understand the African diaspora and the project of (de)colonization and racialization that the diasporic people undertake in America, according to Fanon's work (2008). This is a qualitative research, based on action research by adopting an intervention in the school space and systematization of the experience, which brings the experiential field closer to a decolonial teaching praxis.

2021
Disertaciones
1
  • FRANCISCO AZEVEDO DO NASCIMENTO
  • ART AND MOVEMENT: The viability of a permanent teaching project in Basic Education in a public school in Goianinha / RN

  • Líder : MARCOS ALBERTO ANDRUCHAK
  • MIEMBROS DE LA BANCA :
  • MARCOS ALBERTO ANDRUCHAK
  • MARINEIDE FURTADO CAMPOS
  • RENATA VIANA DE BARROS THOME
  • DIEGO SOUZA DE PAIVA
  • Data: 29-ene-2021


  • Resumen Espectáculo
  • The present work aims to analyze the viability and development of a permanent project in Art with drawing and painting at the João Tibúrcio State School, located in Goianinha / RN. Called “Art and Movement”, the project made possible the direct contact of students with the art produced in the school space through the appropriation of techniques and theoretical knowledge about subjects in the universe of Visual Arts. What happened through the development of a project that organized regular meetings to learn and practice drawing, visits to exhibitions, studies on works and artists, holding exhibitions and participating in public notices. Based on the competences and skills mentioned initially by the National Curriculum Parameters (PCN, 1997) and by the Common National Curricular Base (BNCC, 2018), our questions turn to the movement process experienced by students when they propose to participate in a project in Art , as well as for the possibilities of learning and entrepreneurship in the field of arts in the school environment. Our research locus is the João Tibúrcio State School, located in Goianinha / RN, and among our theoretical references, Larrosa stands out, among others, (2001). Barbosa (2003), Ostrower (2014), Pareyson (2001), Ferraz and Fusari (2002). The work is justified, initially, due to the demand of some students interested in visual arts who did not fit into other existing projects at the school. In the field of arts education, the project in question aims, specifically, through its teaching and performance proposal: to provide students with the opportunity to integrate into a project in which they can b9e protagonists; allow them to see the range of options that art can provide in their field of work or in future opportunities for professional experience; giving the school community the opportunity to appreciate and enjoy art; enable greater integration of parents with the school community. We therefore consider the relevance of our study, since, as a qualitative and descriptive methodology, it can contribute, not only to the perception of the participants' perspectives and points of view through art, but to the possibilities of discussions and experiences in the field of teaching art at school.

2
  • LUIZ ELSON DANTAS
  • PATHS OF DRAWING: ART AND GAME IN IMAGE CONSTRUCTION

  • Líder : ARLETE DOS SANTOS PETRY
  • MIEMBROS DE LA BANCA :
  • ARLETE DOS SANTOS PETRY
  • ERINALDO ALVES DO NASCIMENTO
  • GILVANIA MAURICIO DIAS DE PONTES
  • RODRIGO MONTANDON BORN
  • Data: 03-feb-2021


  • Resumen Espectáculo
  • This research focuses on the production and execution of pedagogical proposals, aiming at the search for didactic strategies, in order to work the drawing in the teaching of Visual Arts. For that, it goes through bibliographic sources that discuss the development of children's drawing in different perspectives (LOWENFELD, LUQUET, COUTINHO, GUIMARÃES, PILLAR, IAVELBERG) and finds in game theories (HUIZINGA) and in researchers of the theme (KISHIMOTO, TAVARES, PETRY) support to bring drawing closer to the game's characteristics. In the construction of games, it relies on the aesthetics of formativity (PAREYSON) and fun (CSIKSZENTMIHALYI) to create an affective cartography, expressed in drawings and directed into maps of board games. The research concludes it reaffirming the importance of playfulness for the development of personal hand graphics.

3
  • CLÁUDIO DE ALMEIDA CAVALCANTE
  • Oppressed, marked and repressed bodies, the experience in art, giving a new meaning to these bodies

  • Líder : MARINEIDE FURTADO CAMPOS
  • MIEMBROS DE LA BANCA :
  • DJAKSON DA ROCHA BEZERRA
  • MARCILIO DE SOUZA VIEIRA
  • MARINEIDE FURTADO CAMPOS
  • RENATA VIANA DE BARROS THOME
  • Data: 25-feb-2021


  • Resumen Espectáculo
  • The present work aims to observe, analyze, reflect and discuss with the student
    about their marked, oppressed, conflicted and resignified bodies in the public school
    space with a focus on teaching Art and its different languages - Theater, Dance,
    Music and Visual Arts, from various theatrical experiences: “What do you have to do
    with corruption?”, “Paulo Freire o Educador”, and seven montages of shows with the
    theme of workers' rights and duties, a project idealized and executed by the Ministry
    of I work here in Rio Grande do Norte, involving several schools in the capital. During
    seven years, many students were given opportunities to do theater, and finally, the
    electronic game “The Sims”, in the theater scene, culminated in the completion of the
    Professional Master in Art. Appropriating this transformative tool that is the teaching
    of Art in public schools, the aim is to progressively guide the student in a human way,
    in the construction of ethical, aesthetic and citizen values and concepts, allowing the
    student to become an autonomous subject and builder of their own social and
    corporal history. We thought about how to make it possible, through the teaching of
    Art, to experience human and creative relationships with all those who attend school,
    contributing to this student being emotional, having pleasure and happiness in
    learning, and that this learning has meaning and that it be apprehended through
    visceral, singular, integral experiences and with support in pedagogical,
    methodological, creative, playful and significant mechanisms, giving a new meaning
    to a body full of oppressive marks and conflicts arising from family life and an
    oppressive society. For this, we seek theoretical support in Freire (2004), Bertherat
    (2010), Bernstein (2010), Guénon (2003), Barbosa (2002), Reverbel (2007) and Boal
    (2019). In this way, the research has a qualitative nature, with the final products of
    this scientific article and a pedagogical proposal for a theater show inspired by the
    “Marked, Oppressed, Conflicted and Resignified Bodies” at school and in life, and
    through the appropriation of the game “The Sims”, together with the students, build a
    show with the same title. It should be noted, therefore, the possibility of a collective
    where it is possible to present these students with other ways of thinking, living,
    existing in their context and around the school.

4
  • SHIRLEY STEPHANI FERREIRA JOHNSON
  • INTERDISCIPLINARY DIALOGUES BETWEEN TEACHING ART AND SOCIOLOGY: AN EXPERIENCE OF THEATER OF THE OPPRESSED IN THE CLASSROOM

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • DJAKSON DA ROCHA BEZERRA
  • MARCILIO DE SOUZA VIEIRA
  • RENATA VIANA DE BARROS THOME
  • Data: 11-mar-2021


  • Resumen Espectáculo
  • In the history of the human condition, learning and cultural / artistic manifestations have always existed and changed according to the norms, values and characteristics that are so peculiarly different in different cultural and social realities. It is known that through the incentive promoted by the arts it is possible to develop and improve in individuals the motor skills, creative, expressive of verbal and body languages, and see themselves as producing subjects of their concrete material reality. The objective of this research is therefore to analyze the Theater of the Oppressed in pedagogical terms regarding the areas of knowledge of Sociology and Art Teaching in high school, verifying the contributions that this theatrical technique can offer to the teaching practice, as well as to the teaching. students' learning process on subject-related content such as: Citizenship, Culture, Racism, Gender, Sexuality, Work, etc. Considering the importance of critical education of learners in this stage of education, as prescribed by the Law of Guidelines and Bases of National Education (LDB) when spelling out the purposes of high school: “the improvement of the student as a human person, including ethical training and the development of intellectual autonomy and critical thinking. ” In this sense, the method of the oppressed theater, through its different democratic practices, can foster the students' understanding of social phenomena as socio-historical and cultural constructions, thus being capable of denaturalization through reflective thinking about concrete reality. The work focuses on the line of research that studies the processes of teaching, learning and creation through the arts. 

2020
Disertaciones
1
  • ANDREIA SILVA DE MELO
  • THE GAME CAN BECOME A DANCE: A PEDAGOGICAL INTERVENTION IN THE PUBLIC SCHOOL

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • CAROLINA ROMANO DE ANDRADE
  • LARISSA KELLY DE OLIVEIRA MARQUES
  • MARCILIO DE SOUZA VIEIRA
  • MARINEIDE FURTADO CAMPOS
  • Data: 30-jul-2020


  • Resumen Espectáculo
  • The work brings a reflection on the inclusion of students with deafness in school
    and the teaching possibilities, in dance classes for Elementary School. It is an
    experience report in the Municipal School of 1st and 2nd degrees Vicente de
    França Monte, located in São Gonçalo do Amarante / RN. Among the feasibility to
    work with artistic education, it was chosen to start body investigations through the
    game, as a reference point for pedagogical intervention. Our writing aims to reflect
    on the contributions of the game to the teaching of dance with deaf and hearing
    children; indicate a possibility of working the dance through the game; considering
    the historical body experiences brought by the students. We define that the
    methodology used involves qualitative descriptive research focus in a instrumental
    case study. The choice of the proposed theme favors students' knowledge,
    appreciation and resignification on the part of the students, as well as contributing
    to the understanding of the inclusive and symbolic relationships that are historically
    inscribed by the body. It is noticed that working with the content in an inclusive way
    allows to expand the students' intrinsic views on the way of perceiving the world, as
    well as allowing the discovery of other ways to contextualize the dance from the
    experiences lived by the students during the research.

2
  • VIVIANE DOS SANTOS DANTAS
  • A DANÇA NA ESCOLA: A PEDAGOGICAL PROPOSAL FOR THE DISCIPLINE OF ELECTIVE COMPONENT IN HIGH SCHOOL

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • CAROLINA ROMANO DE ANDRADE
  • LARISSA KELLY DE OLIVEIRA MARQUES
  • MARCILIO DE SOUZA VIEIRA
  • MARINEIDE FURTADO CAMPOS
  • Data: 31-jul-2020


  • Resumen Espectáculo
  • This artistic / educational dissertation is entitled “A Dança na Escola: A Pedagogical
    Proposal for the Discipline of Elective Component in High School.” Its general
    objective is to describe pedagogical itineraries in Dance, developed in my teaching at
    the State Center for Professional Education Dr. Ruy Pereira dos Santos. To apply
    this research, it was necessary to: (1) know the current conjuncture of Art / Dance
    Teaching in the curriculum; (2) and develop this teaching through the Klauss Vianna
    Technique at school. Based on the Klauss Vianna Technique (TKV) carried out in the
    Elective Component Discipline “Knowing Yourself through a New Look”, which
    enables the subject to be integrally based on Somatic Education. In this context, we
    seek to expand the discussion in the face of the new conjuncture of high school
    today in Brazil. And for this discussion, we start from the following questions: How
    could Dance and Technique Klauss Vianna be inserted in the integral formation of
    this student in High School? What possible contributions of dance education to the
    integral education of this student at this level of education? In this writing, we also
    consider Somatic Education as dance content at school, as an element of
    contribution to the integral formation of this subject. To answer the aforementioned
    questions, we used the descriptive qualitative methodology, under the bias of
    bibliographic and observation methods, in which we addressed some points about
    the teaching of Art in the light of the Common National Curricular Base (BNCC, 2018)
    and Law 13.415 / 2017. We had the author Isabel Marques (2001) as a theoretical
    reference in the field of dance education at school and as a methodological basis the
    understanding of the body proposed by Klauss Vianna (2005), and for the
    systematization and application of the Klauss Vianna Technique to teacher Jussara
    Miller (2007 ). The research proposes a dialogue about my experience as a teacher
    at the State Center for Professional Education Dr. Ruy Pereira dos Santos, located in
    the municipality of São Gonçalo do Amarante in the State of Rio Grande do Norte
    (RN), with interfaces in the Klauss Vianna Technique (TKV ). To carry out this
    research, the dance classes were distributed in the Discipline of Elective Component,
    which is inserted in the Axis of Technical and Professional Training of the Curriculum
    in the School in Full Time, which is based on the Model of the School of Choice,
    created in the year of 2000, in the city of Recife - PE, at the Gymnasium
    Pernambucano by a former student of the same, who felt touched by the
    abandonment of that institution.

3
  • LUIZ ANTONIO DIAS BORGES
  • CARTOON WITH CELL PHONE: PRACTICING ART AND TECHNOLOGY AT SCHOOL

  • Líder : RODRIGO MONTANDON BORN
  • MIEMBROS DE LA BANCA :
  • MARCOS BUCCINI PIO RIBEIRO
  • MARCELO BOLSHAW GOMES
  • MARINEIDE FURTADO CAMPOS
  • RODRIGO MONTANDON BORN
  • Data: 13-ago-2020


  • Resumen Espectáculo
  • This dissertation analyzes the use of technology and art within the classroom through the
    cartoon created by cell phones and tablets, developed from techniques that are in the devices
    that students use in their daily lives. The use of technological devices is often seen in a
    negative way, however, depending on the direction, it can help in the discovery of new
    knowledge with immediate connections with the school community and even outside it. Te
    text also analyze the difficulties that have regarding new technologies linked to students and
    teachers, the possible software to make art, in the case animation and the usability of these
    programs and devices. The work was developed from experience in the computer lab of the
    State School Ana Júlia de Carvalho Mousinho that was the main source of research. The
    objective is to analyze the production of cartoons created by a group of 30 students from the
    1st grade of High School, in an animation workshop developed by cell phones and tablets,
    showing ways to extend the use of these tools to art classes. For the set of theorists used in the
    research, prominence for Sérgio Silveira (2004) and José Moran (2000), regarding the use of
    technology in the classroom in a free form and the possible connections regarding its use in
    contemporary times; Paulo Freire (2002) and Edgard Morin (2005) thinking about the
    acquisition of knowledge both in the classroom and in the search for the autonomy of our
    students in educational terms; as well as Ana Mae Barbosa (2010) for the artistic content in
    education; Jorge Bondia (2002) and Maria Cláudia Gomes (2017) in search of experience in
    animation classes; among other authors who, in some way, elucidate the teaching of the arts
    and technology.

4
  • MARIA GLAUDETE DANTAS DE LIMA
  • L'HERITAGE DU MODERNISME BRESILIEN EN METTANT L'ACCENT SUR LA SEMAINE DE L'ART MODERNE DE 1922: une réflexion dans les classes d'arts visuels du nouveau lycée

  • Líder : RENATA VIANA DE BARROS THOME
  • MIEMBROS DE LA BANCA :
  • ARLETE DOS SANTOS PETRY
  • DIEGO SOUZA DE PAIVA
  • RENATA VIANA DE BARROS THOME
  • Data: 20-ago-2020


  • Resumen Espectáculo
  • Cette œuvre a pour thème l'héritage du modernisme brésilien en mettant l'accent sur la Semaine de l'art moderne de 1922: une réflexion dans les classes d'arts visuels du nouveau lycée et présente du matériel didactique développé en classe à travers l'approche d'une proposition pédagogique sur la sujet mentionné, mettant en évidence les événements de la Semaine de 1922, de la lecture et la relecture des œuvres d'artistes exceptionnels au moment de l'événement. Nous avons choisi comme objectif général d'analyser de manière critique l'héritage du modernisme brésilien dans l'histoire de l'art d'aujourd'hui, en considérant l'applicabilité de l'expérience pédagogique concernant la recréation de la Semaine d'art moderne de 1922 avec les élèves de la deuxième année du nouveau lycée de l'école publique Mascarenhas Homem. D'autres objectifs plus spécifiques ont également été envisagés, tels que: présenter les expériences pédagogiques développées à l'école sur l'héritage du modernisme brésilien dans l'histoire de l'art aujourd'hui; montrer les résultats du travail des élèves à l'école; élaborer des lignes directrices pour l'amélioration de nouveaux projets pédagogiques.Pour explorer le thème, nous prenons comme base un problème qui interroge, par-dessus tout, comment travailler avec l'héritage du modernisme en classe aujourd'hui, en lui donnant un nouveau sens et en le rapprochant des élèves du nouveau lycée de l'école publique Mascarenhas Homem? Le lieu de la recherche est l'école publique Mascarenhas Homem, située dans le quartier de Lagoa Seca, Natal / RN, étant des sujets actifs, les élèves du nouveau lycée inscrits dans la discipline des arts visuels. La méthodologie est caractérisée comme une expérience en classe, combinant la recherche bibliographique avec la méthode de recherche choisie identifiée comme la recherche-action avec une approche qualitative, dans la perspective de Thiollent citée par Baldissera (2001); Pape, Mays (2005); Barbier (2004); Bogdan et Biklen (1982), entre autres. Pour les contributions théoriques, nous utilisons des auteurs tels que Paulo Freire (1996); Antoni Zaballa (1998); Hugo B. Bozzano et al (2013); Kátia Helena Pereira (2007); Mírian Celeste Moreira et al (2009); Mirian Celeste Martins et al (1998); Neide Rezende (2006); Dóris Maria Malfatii (2009); Cibele Regina de Carvalho (2007); Israël Pedrosa (2009); Aracy Amaral (1976); Béa Meira et al (2017); Ana Mae Barbosa (2011) et Marilda Oliveira de Oliveira (2007), dans une approche de la lecture du monde à l'enseignement de l'art du point de vue de chaque auteur. Nous soulignons donc que les résultats de cet article et de cette proposition pédagogique peuvent contribuer au développement d'une réflexion sur l'art d'enseigner les Arts Plastiques et / ou le Théâtre au Nouveau Lycée, compte tenu de la pratique pédagogique en fonction de la construction des savoirs qui doivent se matérialiser. dans l'environnement de la classe dans n'importe quelle école, qu'elle soit publique ou privée.

5
  • JOSÉ JERÔNIMO VIEIRA JÚNIOR
  • Quadrinizing in Art Teaching: A didactic proposal for the use of Comics in the final years of Elementary Education

  • Líder : RODRIGO MONTANDON BORN
  • MIEMBROS DE LA BANCA :
  • RUBENS ELIAS DA SILVA
  • ARLETE DOS SANTOS PETRY
  • ERINALDO ALVES DO NASCIMENTO
  • RODRIGO MONTANDON BORN
  • Data: 31-ago-2020


  • Resumen Espectáculo
  • In the line with the research of the theoretical-methodological approach to teaching practices, this proposal is presented, which is entitled “Quadrinizing in Art Teaching: A didactic proposal for the use of Comics in the final years of Elementary Education” through research and analysis of comic books during Art classes, at the Santa Terezinha State School, located in the city of São João do Sabugi (RN/Brazil), based on the observation of the praxis applied with the 9th grade students, that’s are going through an educational transition to the High School cycle, and that we feel the need to evaluate their knowledge that they had during this cycle of learning about sequential art. For more than a century, comics has been a medium that is present all over the world, in which in the area of education, its language and codes have been used as an aid for educators to promote their classes, with studies not so present yet in the textbooks of the subject in focus. The problem arose from the need to investigate the difficulties where students in a public school encounter in reading this art, in which we develop strategies for students to know the knowledge in the forms of expression in visual arts and their techniques and creation process that were divided between studies of paintings, balloons, onomatopoeia, formation of characters, scenarios, scripts, until the assembly of a final publication, which resulted in a didactic product with reports of these experiences to assist education professionals in their pedagogical planning. Analyzing some works of international and national category and recognizing the influence of different visual styles in the works of different artists is one of the challenges for an educator to present to his students. In the order to substantiate the challenges encountered in this process, we analyzed the thoughts of authors such as Bibe-Luyten (1987), Barbosa (1987), Eisner (1999), Ramos (2018), McCloud (2005), Vergueiro (2010) and other researchers who contributed to the study of art. It is expected that the result of this work will contribute to the importance of using Comics in the classroom, as a thematic axis that can have a critical analysis function of the student and the teacher, where we seek references in the competencies and skills of the National Base Common Curriculum to better disseminate this language, through its representations and works.
6
  • JOSÉ JAILDO DA SILVA OLIVEIRA
  • UNDER THE LIGHT OF CINEMA: AN EXPERIENCE WITH AUDIOVISUAL PRODUCTION AT THE ARTS TEACHING AT SCHOOL THROUGH THE SMARTPHONE USAGE

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • ADEILZA GOMES DA SILVA BEZERRA
  • ARLETE DOS SANTOS PETRY
  • MARCILIO DE SOUZA VIEIRA
  • RENATA VIANA DE BARROS THOME
  • Data: 24-sep-2020


  • Resumen Espectáculo
  • This paper has got as its research goal the short movie production measured by the smartphone usage, in the environment the Arts classes. We point out as an objective analyzing the short film production done by High School students, in order to approximate curriculum contents of their everyday lives. The experience happened with two classes first grade students’ participation, of state school Prefeito Antônio Conserva Feitosa, in Juazeiro do Norte-CE. The methodology which supports such study is the qualitative research guided by Active Research, which has been developed by the teacher as a participating researcher together with his collaborating students. We have adopted Barbosa’s Tirangular Approach (2012) as leading theorical contribuition for our activities under the contextualzing/doing/seeing axis. We have tried dialoguing with Orofino (2005), Duarte (2009) and Julier & Marie (2009) in the perspective of understanding our teaching practice in the classroom, as well as issuing a new vision at the school environment at this moment in which it is located permeated by new digital technologies.

7
  • KELLY CRISTINE CORDEIRO
  • THE COLOR OF THE EBONY: Art and valorization of Afro-Brazilian aesthetics at school

  • Líder : RENATA VIANA DE BARROS THOME
  • MIEMBROS DE LA BANCA :
  • ARLETE DOS SANTOS PETRY
  • DIEGO SOUZA DE PAIVA
  • RENATA VIANA DE BARROS THOME
  • Data: 25-nov-2020


  • Resumen Espectáculo
  • This text promotes some reflections aligned with
    the debate around the insertion of history in Afro-
    Brazilian culture as prescribed in Law 10.639/03,
    which guide the development of pedagogical and
    didactic actions through the discipline of Art in a
    school context, that of the State Center for
    Professional Education Hélio Xavier de
    Vasconcelos, located in the city of Extremoz - RN,
    whose objective is to promote a fight against
    racism in the school space, at the same time that it
    has inspired research problems. Such actions have
    been carried out in a school context marked by an
    ethnic Afro-descendant majority, a majority who
    does not see this identity positively, nor can
    envision the practice and perpetuation of structural
    racism in their daily lives. It is in this context that
    we have promoted didactic activities that seek to
    involve students in debates regarding the
    construction of social identities, multiculturalism,
    aesthetics, subjectivities, ethnic and cultural
    diversity, and racism, focusing on the promotion
    and valorization of blackness and Afro-descendant
    identities by using visual arts and its languages as
    instruments to represent and to value black
    aesthetics in the school environment.

8
  • RAFAELY DE VASCONCELOS LEITE CAVALCANTE
  • The Azul Turquesa creative process as an educational practice and coping with Bullying at school

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • JONAS DE LIMA SALES
  • KARYNE DIAS COUTINHO
  • MARCILIO DE SOUZA VIEIRA
  • MARINEIDE FURTADO CAMPOS
  • Data: 17-dic-2020


  • Resumen Espectáculo
  • This is an article whose objective is to present the result of a work as an
    educational practice carried out at the State School Professor Paulo Pinheiro de
    Viveiros, located in the Lagoa Azul Neighborhood, in the North Zone of
    Natal/RN, through the creative process developed by the Mythos Theater
    Company, with the purpose of facing the Bullying that has been occurring in the
    school research field and its surroundings. The work is justified, because it
    seeks to break some paradigms about Bullying, bringing to reflection those
    involved so that social and educational measures may be taken, so that this
    problem is faced more effectively. The show Azul Turquesa is based on a
    collaborative scenic construction, having as reference the anthropological
    theater of Eugênio Barba (1994); the role of the teacher and the school based
    on the discussion of Walter Kohan (2015); the studies of Beaudoin & Taylor
    (2006), which deal with Bullying and disrespect, a culture that must be
    extinguished from school; the discussions made by Ana Beatriz Silva (2015), in
    her book Bullying: dangerous minds in schools, among others. Therefore, we
    take as a methodology for the approach to the theme, a qualitative descriptive
    research, considering the case study, as a strategy for the expression of the
    studied reality, according to (YIN, 2005; STKE, 2013; ANDRÉ, 1984; BOGDAN
    & BIKLEN, 1994), as well as a participant observation, in view, as researcher
    and coordinator, to be inserted within the daily life of the group (BECKER,
    1994). The research questions that guide our study are: Given the experiences
    of students, inside and outside the school, what are the possibilities of coping
    with Bullying? Within Theater Teaching, how can the creative process
    collaborate with the confrontation of school bullying? This said, we consider our
    study relevant, since, as a methodology, it can contribute to the improvement of
    human relations and respect in school.

2019
Disertaciones
1
  • LINA IZABEL SENA DE BRITO
  • DIÁLOGOS POSIBLES ENTRE LA ENCENACIÓN EL SONIDO QUE SE HACE DEBAJO DE AGUA DEL GRUPO COLORES TEATRO DE LA UFRN Y LA CONCEPCIÓN PEDAGÓGICA DE LA ENCENA ESTRELLA

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • JONAS DE LIMA SALES
  • MARCILIO DE SOUZA VIEIRA
  • MARINEIDE FURTADO CAMPOS
  • Data: 26-mar-2019


  • Resumen Espectáculo
  • El presente trabajo analiza parte de la creación de la escenación O som que se faz debaixo d’água del Cores Teatro de la Universidad Federal do Rio Grande do Norte, metodológicamente en una perspectiva fenomenológica de Maurice Merleu-Ponty, aliada al pensamiento teatral de Antonin Artaud que condiciona el teatro a la vida. Aún se alía a esta investigación, un diálogo de las posibilidades pedagógicas de creación de la escenación Estrela construida en el aula, con alumnos de la Enseñanza Fundamental I de la Escuela Municipal Celso Monteiro Furtado, en la ciudad de João Pessoa en Paraíba. De acuerdo con estos referenciales es posible comprender el cuerpo como expresividad de las vivencias perceptivas de sí y del otro en una creación de teatro y en la vida.

2018
Disertaciones
1
  • EMANUEL ALVES LEITE
  • Circus Place is in School: The study of clowning in artistic pedagogical experience

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • LAIS GUARALDO
  • MARCILIO DE SOUZA VIEIRA
  • MONIQUE DEHEINZELIN
  • NAIRA NEIDE CIOTTI
  • Data: 20-jul-2018


  • Resumen Espectáculo
  • This dissertation concerns the research called "Circus Place is in the School: The
    Study of the Clown in Artistic Pedagogical Experience" whose object of research
    is the study of circus and clowning in the regular system of education, based on
    the analysis of the story of experience of the artistic / pedagogical project "Lugar
    de Circo é na Escola". Seeking to broaden the discussion of the circus and clown
    content in the classroom, as a clown / teacher / researcher, I began to reflect on
    how to construct an artistic / pedagogical path systematized for circus and clown
    studies in elementary school classes in the final series of the School Maria de
    Lourdes Bezerra in the municipality of Macau / RN, culminating in the
    development of the project "Lugar de Circo é na Escola", which became the
    object of analysis and reflection of this dissertative research. The research
    develops from the following questions: Why study circus and clown in school?
    What is the potential of such an action in the school context? Is it possible to
    teach to be a clown? What methodological possibilities can be used for learning
    the tricks in school? To answer the questions cited, the research anchors its
    writing in the qualitative analysis, having as a method the Content Analysis
    proposed by Bardin (1977). Seeking to understand how the development took
    place, the involvement of the participants and the unfolding of the artistic /
    pedagogical project already mentioned, as well as to describe and analyze the
    pedagogical and methodological course proposed by the teacher for a theoretical
    / practical study of circus and clowning. The reflections around the research are
    built and broadened from the relationship established between the development
    of the project "Circus Place is in School" in the construction of the identity of the
    clowns (pupils) during the intercross project to the studies of the circus history
    and of the clownwork in Brazil and in the world, besides pointing out unfolding of
    this action in the school environment and outside it. For our studies and
    development of this writing, we dialogued with the following authors, in what
    concerns the understanding of circus and clownish history in Brazil and in the
    world, as well as experiential practices related to the theme of this dissertation,
    for example, Bolognesi (2003), Thebas (2005), Burnier (2001), Lecoq (2010).
    From Da Arte, the dialogue was with Barbosa (1991) and Desgranges (2003) to
    understand the pedagogy I used in the development of the project "Place of
    Circus and in School", so the cited authors provide the basis for sewing the flaps
    of our pedagogical work.

2
  • RICARDO NUNES CORINGA
  • PERCURSO EDUCATIVO DO CINEMA NO ESPAÇO ESCOLAR

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • ARLETE DOS SANTOS PETRY
  • AVELINO ALDO DE LIMA NETO
  • MARCILIO DE SOUZA VIEIRA
  • Data: 30-jul-2018


  • Resumen Espectáculo
  • The intention of this dissertation a priori was to establish parameters that define
    the relevance of cinema as art and form of visual literacy. In addition to
    emphasizing its importance in pedagogical practices, it has been a promoter of
    knowledge in the classroom. Cinema is an instigating tool, which can facilitate
    the development of the teaching and learning of the individuals involved, and
    this experience in the case of the project Light, camera, action: the cinema in
    the school, was through the experience in the classroom with the production
    and experimentation in cinema, through critical analysis, as well as
    understanding the poetic and technical construction of a film. The research
    aimed to describe and analyze the experience lived in the classroom with the
    production of short films based on the use of the cell phone, as well as to
    understand how the visual learning process took place in the curricular
    component Art from such experience. It was based on the following questions of
    study: What are the pedagogical potentialities of cinema in the classroom? Is it
    possible to produce a short film in the school space using a cellular device for
    such an undertaking? Is visual literacy possible from the movies at school? The
    methodology that bases this study is qualitative descriptive nature under the
    bias of action research.

3
  • MÁRCIA LE SÉNÉCHAL HISSETT
  • DESENHO NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

  • Líder : LAIS GUARALDO
  • MIEMBROS DE LA BANCA :
  • MARCOS ALBERTO ANDRUCHAK
  • LAIS GUARALDO
  • BETTINA RUPP
  • ADEILZA GOMES DA SILVA BEZERRA
  • Data: 09-ago-2018


  • Resumen Espectáculo
  • Drawing as an expressive form, play activity, recreation and didactic resource is widely used in Elementary School. This reality has been perpetuating itself in the history of this elementary phase of the formation of the subjects. For many of them, when we talk about art classes, it is a source of enthusiasm and soon they say: Let's draw! Others put themselves on the defensive, saying: I do not know how to draw! This is what we see in many schools and, with the introduction of other artistic languages in the school curriculum, such as music, theater and dance, the time to learn to draw in the final years of Elementary School has been further reduced and, in a way , lost in an attempt to mix the four languages, in an approach considered as transdisciplinary. For this reason, this research has undertaken to review the design for the young students involved in this moment of human development and formation. In two different experiences in Rio Grande do Norte (RN): in the Vila de Ponta Negra, Natal and Parnamirim, practices were associated - inside and outside the school - and theoretical and artistic references, classical and contemporaneity, so that we could to better understand the teaching and learning process of graphics as a driver of cognitive and integral development at this point in the lives of young students. The researches and practices demonstrated how the design contributes to the organization of the thinking, to the acquisition of organizational, projective, creative and expressive abilities, raising the potential of synthesis and problem solving by the students. The methodological approach developed was qualitative, allowing to explore all the dimensions of the singularity of the design for the integral development of the human being, allowing a better understanding of the object of study. It also allowed the creation of a method of contextualization for each experience, thus confirming, in an open way, the renewal of the approach to each new experience, even though the millennial theme and the concepts and elements of the language are well known to those who dedicate themselves to it . The study showed the importance of studying design in a well-organized block of actions, in the first moments of the final years, so that students can learn, overcome difficulties and assimilated systems of representation, strengthening self-esteem and the use of graphics both in moments of free expression and expressive resource in the most differentiated needs - inside and outside the school - and also in the acquisition of autonomy to continue learning, directing it to future professions and solutions for strategies and schemes, in the most different moments of life. For all this, it is argued here that drawing is indispensable for the overall development of the human being and for deep reasons can not be overlooked or approached as a secondary didactic resource in the final years of Elementary School.

4
  • DIVA PERLA PEIXOTO DE MATTOS
  • TÁ NA AULA, TÁ NO FACE! A UTILIZAÇÃO DO FACEBOOK COMO RECURSO PEDAGÓGICO NO ENSINO DE ARTES VISUAIS NA ESCOLA MUNICIPAL GREGÓRIO BEZERRA, OLINDA/PE

  • Líder : ROGÉRIO JÚNIOR CORREIA TAVARES
  • MIEMBROS DE LA BANCA :
  • ALINE CORSO
  • EDSON DO PRADO PFUTZENREUTER
  • MARCOS ALBERTO ANDRUCHAK
  • ROGÉRIO JÚNIOR CORREIA TAVARES
  • Data: 31-ago-2018


  • Resumen Espectáculo
  • Social networks are present in the daily lives of the world's urban population by
    connecting people with common interests in an interactive way, being one of the
    reasons that led Facebook to become the most used digital social network today. In
    its platform, resources and tools that, together with educational practice, make
    teaching and interactive and collaborative learning possible, the present work aims to
    identify the pedagogical potentials of said network, used as a methodological
    resource in the Arts discipline, with the students from the 6th to the 9th of the
    Municipal School Gregório- Bezerra, at Olinda city, in Pernambuco. It seeks to
    present the set of activities, carried out from online content in the closed group "Tá na
    Aula, Tá no Face!" (It’s in the classroom, it’s in the Face, in brazilian portuguese
    language),
    analyzing their contributions to the development of artistic thinking,
    enabling the construction of students' knowledge in a non-traditional way. This is a
    qualitative bibliographic research, under the bias of the participatory action research
    using the Grounded Theory for the analysis of the data collected. Starting from the
    subjects of internet origins, the development of networked society, virtual
    communities and social networks, we have built a path that leads us to its influences
    in education. Considering that these networks of connections have transformed the
    behavior of people in relation to each other, it is up to the school and the teacher to
    follow these changes, since it is part of the educational process of every citizen. 

5
  • FÁBIO TAVARES DA SILVA
  • A LEITURA E A PRODUÇÃO DE HISTÓRIAS EM QUADRINHOS NO ENSINO DE ARTE NA ESCOLA DE ENSINO MÉDIO ADAUTO BEZERRA - BARBALHA, CEARÁ

  • Líder : ROGÉRIO JÚNIOR CORREIA TAVARES
  • MIEMBROS DE LA BANCA :
  • ALINE CORSO
  • EDSON DO PRADO PFUTZENREUTER
  • MARCOS ALBERTO ANDRUCHAK
  • ROGÉRIO JÚNIOR CORREIA TAVARES
  • Data: 31-ago-2018


  • Resumen Espectáculo
  • This dissertation presents a study about comics and their possibilities arts teachin in
    high school. To achieve this, a survey and bibliographical analysis was carried out on
    the planning and execution of two actions with the teaching and leaming of Comics in
    the Adauto Bezerra – Barbalha/Ceará High School. A workshop entitled "Reading
    and Production of Comic History at School" was held, as well as a set of classes
    during a two-month course in a first-year high school class, For the theoretical
    foundation and planning of the experiments we take as reference the studies of Ana
    Mae Barbosa (2009), Waldomiro Vergueiro (2009) and João Marcos Parreira
    Mendonça (2006, 2008) among other authors dedicated to teaching arts, comics in
    education and comics in art education respectively. In the experiments, we first
    sought to bring the participants closer to the comics, stimulating them to develop their
    ability to read images by identifying and understanding the main elements that make
    up the visual language and the language of the comics in particular. The comics
    history was contextualized and different modes of comic production were discussed
    and experimented, culminating in the production of visual narratives by the
    participants. The art classes in a regular class had the comics as content and object
    of teaching and learning seeking a practice that surpassed the use of comics only as
    a didactic tool. It concludes with this study, that it is still necessary to consolidate the
    understanding of comics as Art and its legitimate place as one of the contents of the
    teaching of Art. This work contributes to the constitution and consolidation of a way of
    seeing the HQ beyond mere entertainment, but also as an instrument of teaching and
    learning of Art, as well as a legitimate content to be learned in the classes of High
    school arts.

6
  • RAFAELA FARIAS NOBREGA
  • A ARTE INDÍGENA PARA ALÉM DOS CLICHÊS: POR NOVAS ABORDAGENS NAS AULAS DE ARTE

  • Líder : LAIS GUARALDO
  • MIEMBROS DE LA BANCA :
  • ADEILZA GOMES DA SILVA BEZERRA
  • BETTINA RUPP
  • LAIS GUARALDO
  • MARCOS ALBERTO ANDRUCHAK
  • RENATA VIANA DE BARROS THOME
  • Data: 19-sep-2018


  • Resumen Espectáculo
  • This project aims to contribute to the practice of pedagogical practices related to indigenous themes committed to scientific research. Pedagogical practices that value and demystify historical events related to the contexts of tribal peoples, in order to disseminate and value their artistic and cultural production throughout the history of Brazil.

    In order to do this, we analyzed the ways in which the contents related to this theme were treated in the didactic material available for the National Textbook Program (PNLD) and observed the challenges related to the formation of the image of the Indian in the school environment. A research was also carried out on the history of the indigenous presence in Brazil and its cultural legacy. Based on this analysis, some approaches were formulated in order to contribute to content related to indigenous artistic production being worked in schools in order to have scientific support.

7
  • GABRIELLE MARIA DE SOUZA LEITE
  • A VALORIZAÇÃO DO PATRIMÔNIO ESTÉTICO DE RAIZ AFRICANA NA SALA DE AULA: CONTRIBUIÇÕES DO ACERVO DO MUSEU AFRO BRASIL

  • Líder : LAIS GUARALDO
  • MIEMBROS DE LA BANCA :
  • ADEILZA GOMES DA SILVA BEZERRA
  • LAIS GUARALDO
  • MARCOS ALBERTO ANDRUCHAK
  • RENATA VIANA DE BARROS THOME
  • Data: 29-oct-2018


  • Resumen Espectáculo
  • This work aims to contribute to the effective implementation of law 10.639 / 03 in the
    teaching of visual arts through the study of African heritage in Brazil. It is a research of
    a qualitative nature, whose objective is to know and study the aesthetic heritage of the
    Afro-Brazilian Museum through the analysis of its permanent physical and digital
    collection, the pedagogical actions developed there and its curatorial discourse, in order
    to select information and formulate visual arts propositions in school that can
    collaborate for ethnic-racial relations through art. Aiming at expanding knowledge
    about the aesthetic heritage of the African matrix, a series of visits were made to the
    Afro Brasil Museum in March and April 2018, with the intention of knowing the
    collection and the educational and training actions carried out there . In the results
    analyzed, we found that the museum offers an accessible didactics, with support
    material for teachers through the digital collection and also through participation in
    pedagogical actions, we also present new approaches for the contextualization of the
    themes "Ancestry", "Identity" and "Feminine ". The analysis of the expository aspects of the permanent collection focused on the contribution that the collection can provide
    to the improvement of the approach of the theme in the school. The main theoretical
    references used in the analysis of the themes were Munanga (1999), Barbosa (2008),
    Sousa (2009), Fonseca (2017).

8
  • PAULO HONORIO DA COSTA FONSECA
  • MORFOLOGIAS DA MODA: ENSAIOS ANÁLITICOS DO ESTILO GRÁFICO DA FIGURA DE MODA E POSSIVEIS CONTRIBUIÇÕES AO ENSINO DE ARTES

  • Líder : NARA GRACA SALLES
  • MIEMBROS DE LA BANCA :
  • MARCOS ALBERTO ANDRUCHAK
  • MARIA GORETE FELIPE
  • NARA GRACA SALLES
  • URÂNIA AUXILIADORA SANTOS MAIA DE OLIVEIRA
  • Data: 17-dic-2018


  • Resumen Espectáculo
  • This dissertation aims to investigate the presence of visual style in the drawing and illustration 
    of the professional and student who works directly with the graphic expression of the human figure 
    applied to fashion and the forms that these contents are approached in art textbooks. The need to 
    "catalog the world" as an authentic vehicle for the knowledge of truth is an inherent characteristic of 
    one's own reasoning ability. Even behind the study of such irregular and inaccurate subjects as history, 
    aesthetics and the theory of the arts, logical-analytical thinking was necessary for the development and 
    better understanding of its specific contents. Through the analysis and comparison of the different basic
     visual styles it becomes possible to better understand the multiple profiles found in them, even if they
     seem to sometimes sound with some incoherence. In the visual arts, style is the ultimate synthesis of
     all forces and factors, unification, integration of numerous decisions and degrees. At the first level is
     the election of the medium and the influence of this medium on form and content. We then have the 
    purpose, the reason why something was done: for survival, for communication, for personal expression. 
    The present realization presents / displays a series of options: the search of compositive decisions by 
    means of the election of elements and the recognition of the elementary character; the manipulation of 
    the elements through the election of appropriate techniques. The end result is an individual (or sometimes
     collective) expression addressed by most of the above factors, but mainly and deeply embedded by what
     is occurring in the social, physical, political, and psychological environment, an environment that is crucial
     to everything we do or express it visually. What is the perceptive influence of external forces on the
     realization of any class of visual objects and on the expression of ideas? We must take into account
     physiological conditions and social conditions, group conduct also exert a huge influence on perception 
    and expression. Politics, economics, the environment, and social schemas together create a group psychology. 
    These same forces, which give rise to individual languages in verbal use, combine in visual mode to create a 
    common style of expression. Following these concepts, we propose an attempt to classify the visual style
     of the figure for fashion, not emphasizing the spelling in the style of the clothing itself, but without 
    neglecting it, since it is inserted within the trilogy fashion-style-art and their different forms of presentation
     and is part of the reflection of their time and society, as well as the visual style applied to the fashion figure 
    and the purposes for which it is intended, and not the project itself, within the different professions that 
    require its use, as well as its presence and use in the teaching of the arts, but verifying the means also as 
    relevant items, stopping emphatically in this, our object of greater study. 
2017
Disertaciones
1
  • ILLIAN NARAYAMA ROCHA OLIVEIRA
  • Arte do Patrimônio Campinense: mediação do ensino de Arte por meio de projeto

  • Líder : MARCOS ALBERTO ANDRUCHAK
  • MIEMBROS DE LA BANCA :
  • ANDREA JANE DA SILVA
  • MARCILIO DE SOUZA VIEIRA
  • MARCOS ALBERTO ANDRUCHAK
  • NARA GRACA SALLES
  • Data: 20-feb-2017


  • Resumen Espectáculo
  • This work consists of a reflective analysis based on a teaching experience using the
    proposal of work by project as an intervention in the teaching / learning process of
    the discipline of Arts at the State School of High School Dr. Hortênsio de Sousa
    Ribeiro, located in the city of Campina Large / PB. Based on the project proposal,
    Patrimonial Education, considering the educational process as mediation between
    cultural heritage, teaching and school and school as patrimony, based on theoretical
    references published by the Institute of National Historical and Artistic Heritage
    (IPHAN). The main foundations of the project-by-project proposal are highlighted
    from the model indicated by the philosopher and educator William Kilpatrick and the
    proposals reflected by the educator Fernando Hernández, both include in their
    theoretical perspectives the ideas of the philosopher and educator John Dewey. The
    teaching experience analyzed is the result of an intervention in the Arts classes of the
    referred school, aiming to solve problems detected in the classroom related to
    teaching and learning, in this way, an action research. Th is research intends to
    perform an analysis in the teaching experience presented as intervention, to try to
    understand the motives of the problems identified in the classroom of the participant
    group and if with the didactics were solved or softened the problems, from the
    activities and Results of the project. The analysis is reflected beyond the activities,
    from the statements of the students involved.

2016
Disertaciones
1
  • ARTUR MARTINS GARCEZ
  • GRUPO DE DANÇA DO COLÉGIO MARISTA DE NATAL: Um percurso formativo em danças Populares

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • MARCILIO DE SOUZA VIEIRA
  • JOSE SAVIO OLIVEIRA DE ARAUJO
  • TEODORA DE ARAUJO ALVES
  • THIAGO SILVA DE AMORIM JESUS
  • Data: 20-jun-2016


  • Resumen Espectáculo
  • The research here presented is motivated by my own experiences with the folk
    dances in Marista of Natal School. The search is proposed, while objective, reflect
    on the presence of the teaching of dances popular in the Marista of Natal
    School from the Group of the said dances popular school, as well as analyze the
    construction of two processes various choreographic created to the Said Group.
    From the proposed objective, you wondered: Why is it important to teach dances
    popular in Basic Education? What is the meaning of these dances in a context of
    dance group? The methodological process of this text is not dissociated from textual
    our praxis/search with the teaching of the dances popular in the educational context
    of a private school of Natal and was developed through the descriptive qualitative
    research whose nature is empirical under the bias of the field study. This research
    had not the intention to exhaust the narration of the Dance Group of the Marista of
    Natal School, nor of the dances popular experienced by him, but to draw, among the
    countless trajectories and lineages presented here, questionings applicants and the
    new paths to be travelled by students/dancers and choreographer/director who are
    also researchers-artists. We highlight some points of this reflection as notes for the
    epistemological activity and the knowledge of dance in the school space. Epistemic
    scenarios that may become a research agenda, namely: discussion of popular
    culture in the context of the teaching of dance and the experience of the processes of
    creation as a possibility of application of these references both in the classroom,
    either in dance groups; listening and participation of pupils in drafting and creation of
    various choreographic processes; opening of managers and coordinators for an
    understanding of dance that exceed the appendix for other disciplines or that it be
    treated only in the week of the folklore or seasonal feasts of the school; expanded
    discussion of dance as an area of knowledge that has its own content.

2
  • POLLYANNA GUIMARAES DA SILVA DE MORAIS
  • A FOTOGRAFIA EM SALA DE AULA: selfie, hipermídia e criação

  • Líder : ROGÉRIO JÚNIOR CORREIA TAVARES
  • MIEMBROS DE LA BANCA :
  • ALINE CORSO
  • CHARLES ANDRYE GALVAO MADEIRA
  • MARCOS ALBERTO ANDRUCHAK
  • ROGÉRIO JÚNIOR CORREIA TAVARES
  • Data: 25-jul-2016


  • Resumen Espectáculo
  • This paper investigates how can happen the direction of the photographic art practice
    from their daily practice and also how this interrelationship can contribute to the teaching of
    visual arts in schools, especially in high school. Therefore, the concepts of selfie, technical
    images and artistic and commercial photography will be used. Thus, it is made a reflection on
    the sociocultural context involved in the practice of the selfie, and a practice in the classroom
    involving the promotion, direction and encouragement to fruition, production and reflection of
    artistically designed photo. As a result , it has produced a blog through which photographic
    challenges were promoted ; recorded the contents of classes hypertextual form ; and released
    the artwork produced by the students during the course. In addition to the photographs, the
    students produced short films on the theme "Problematic of the indiscriminate use of self
    image in social networks ", based on discussions in class about art, media and society.

3
  • MARIA DE FÁTIMA ALVES DE SENA
  • TECHNICAL DANCE SCHOOLS: AN INVESTIGATIVE LOOK ON THE CONSTITUTION CENTER EDUCATIONAL ARTS OF RIO GRANDE DO NORTE

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • MARCILIO DE SOUZA VIEIRA
  • KARENINE DE OLIVEIRA PORPINO
  • ROSIE MARIE NASCIMENTO DE MEDEIROS
  • ROSA CRISTINA PRIMO GADELHA
  • Data: 27-jul-2016


  • Resumen Espectáculo
  • The history of the Technical level dance education in Brazil is recent. It has
    begun in the 1960s and one of the first examples is the School of Theater and
    Dance of Pará. It is worth mentioning that these schools are linked at its
    inception to the ideals of the Technical School in Brazil dating from the 1900s
    which were focused in professionalizing citizens. The research is of descriptive
    and qualitative nature about the dance and its technical education in the city of
    Natal and its object of study was Centro Educacional Norte-Rio-Grandense de
    Artes (CENA). By using this method of research and in order to apply it, we
    undressed ourselves of an attitude supported by a rational and linear logic. For
    the production of research data some procedures were used , such as: literature
    review, documentary research, living memory sources, interviews for data
    collection and discussion of data collection. Based on the understanding that
    the technical dance schools are artistic training places we proposed in this
    research to present, to discuss and to analyze the Technical Course of Rio
    Grande do Norte State Dance, as well as its goals and artistic / pedagogical
    project as professional education. This research‘s effort also aims at understand
    the creation and conception of the CENA, focusing on social, political and
    cultural contexts within the State.

4
  • LARISSE KALINE PEREIRA DA COSTA
  • An Experience in Theatre Teaching With a Group of School Flow Correction in a Public School in Natal-RN

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • JOSE SAVIO OLIVEIRA DE ARAUJO
  • LUIZ CARVALHO DE ASSUNCAO
  • MARCILIO DE SOUZA VIEIRA
  • TÁCITO FREIRE BORRALHO
  • Data: 27-jul-2016


  • Resumen Espectáculo
  • This research shows the relationship between theater games and puppets theater
    present in a pedagogical practice, held in the 2013, in a group of school flow
    correction during the classes of the curriculum component Art - Theatre Teaching. As
    inspiration for the implementation of this project, it was essential the study of the life
    and the work of master Chico Daniel and his João Redondo Theater. This study aims
    to describe and analyze a teaching-learning process through Theater, having as
    research field the Djalma Maranhão Municipal School. The Action -Research was the
    social research line chosen to guide this analysis because it is focused on solving
    problems. The purpose in analysis allowed most of the 4
    th
    graders, in classroom H in
    the Djalma Maranhão Municipal School, to be involved in a theatrical practice based
    on the games system and in the puppet theater, as well as in the knowledge
    construction about the puppets theater and the theater in general. This experience
    was successful due to the fact it was able, through the work developed with these
    students, to cooperate with their development in the teaching-learning process which
    had been problematic because of different obstacles in that group.

5
  • ELYZANGELA FERNANDES ALENCAR
  • PEDAGOGIA DA AUTONOMIA: CONTRIBUIÇÕES PARA UMA ESTÉTICA TEATRAL

  • Líder : NARA GRACA SALLES
  • MIEMBROS DE LA BANCA :
  • MARCOS ALBERTO ANDRUCHAK
  • MARINEIDE FURTADO CAMPOS
  • NARA GRACA SALLES
  • RAFAELLA LIRA AMORIM
  • SANDRO SOUZA SILVA
  • Data: 19-ago-2016


  • Resumen Espectáculo
  • The guiding principle of this work refers to the dialogical approach in Theatre
    Education. What directs the activities developed in the researchis the double growth
    and shared in the scenic creation through pedagogical practices that take into
    account the autonomy. In this process educator and students, develop the scenic
    creation, which is structured one dramaturgy , which refers to epistemological
    curiosity , taking into account their individuality . As first conclusion swerealized that
    this approach provides proximity between educator and student and can serve for
    other educators and theater groups who want to carry out this approach .

6
  • GLÍCIA FERNANDES BEZERRA GOMES
  • WORKSHOPS WITH THEATRICAL OVERWHELMED AESTHETIC TODAY: A PROPOSAL FOR TEACHING

  • Líder : NARA GRACA SALLES
  • MIEMBROS DE LA BANCA :
  • LAURICE MARIA MAIA DE LUCENA
  • MARINEIDE FURTADO CAMPOS
  • NARA GRACA SALLES
  • SANDRO SOUZA SILVA
  • URÂNIA AUXILIADORA SANTOS MAIA DE OLIVEIRA
  • Data: 26-ago-2016


  • Resumen Espectáculo
  • This article refers to the research proposal on the applicability of the teaching method

    proposed by theater playwrights Bertolt Brecht and Augusto Boal , in theater workshops

    for adolescents in public schools. It aims primarily to develop an evaluative research of

    educational purposes , political and social , as they are intended to raise awareness,

    acting as a stimulant to the debate on social problems , generating discussion and the

    questioning of everyday issues , providing a greater reflection of relations power, by

    exploiting stories between oppressor and oppressed.

7
  • ANTONIO GOMES PEREIRA NETO
  • Theatre Sheet: Description of an artistic-educational process

  • Líder : NARA GRACA SALLES
  • MIEMBROS DE LA BANCA :
  • LAURICE MARIA MAIA DE LUCENA
  • MARINEIDE FURTADO CAMPOS
  • NARA GRACA SALLES
  • SANDRO SOUZA SILVA
  • URÂNIA AUXILIADORA SANTOS MAIA DE OLIVEIRA
  • Data: 26-ago-2016


  • Resumen Espectáculo
  • The dissertation investigates the Popular Drama Theatre and its teaching

    related elements the practice of artistic activity in school and describes a

    process of teaching and learning through the Theatre of Popular Culture. The

    proposed activities are directed at elementary school students II, to be applied

    in the classroom, with the techniques and procedures that will facilitate learning

    and artistic development of the student. Several researchers and theoretical

    allowed a theoretical basis for research of Popular Culture Theatre at school as

    Viola Spolin, Ana Mae Barbosa, Flávio Desgranges, Richard Courtney, Ricardo

    Japiassu, Altimar Pimentel, Hermilo Borba Filho, Lourdes Ramalho. The theory

    will support the concrete construction information and procedures through

    theater education from the roots of the Popular Drama Theatre. Students will be

    assessed according to each step of the process, stressing that every day will be

    different evaluative procedures between learning journeys are: The games and

    play activities, dramatic games, drama exercises and improvisation games.

    Allowing the interrelation of the students, their aesthetic and artistic education

    and the study of the techniques of theatrical improvisation of popular brincantes

    interconnected to do theater. With pedagogical, the activities propose a

    reflexivity on the arts and the acquisition of educating the Theatre of Popular

    Culture, and the activities, contextualizas to their daily lives, taking as its

    starting point the fruition of knowledge.

8
  • CLAUDIO ROCHA VASCONCELOS
  • The Great Power Game: A methodological approach to theater education

  • Líder : NARA GRACA SALLES
  • MIEMBROS DE LA BANCA :
  • LAURICE MARIA MAIA DE LUCENA
  • MARINEIDE FURTADO CAMPOS
  • NARA GRACA SALLES
  • SANDRO SOUZA SILVA
  • URÂNIA AUXILIADORA SANTOS MAIA DE OLIVEIRA
  • Data: 26-ago-2016


  • Resumen Espectáculo
  • This article presents a dense description that aims to make an analysis of the

    practice of theater education developed by the Oppressed Theatre Center of Rio de

    Janeiro (CTO), in training projects multipliers method of Theatre of the Oppressed

    (TO ). It was given a specific focus, analyzing the method used by the CTO to

    introduce the concept of scenography and her role in a show of Forum Theatre. For

    both a description of the working method and an analysis of the steps of applying the

    techniques in search of findings as the efficiency of the working method proposed by

    the CTO as a collaboration to theater education was made. The study takes as its

    starting point a specific game used by CTO during the performance of their

    workshops, "the great power of the game", and it notes the potential of the 

    techniques proposed by as a way to develop a teaching job in art dialogically , playful

    and efficient.

9
  • JOÃO MARIA DOS SANTOS DAMASCENO
  • O ATELIÊ DE ARTE COMO INSPIRAÇÃO PARA A CRIAÇÃO DE ESPAÇOS NO ENSINO DE ARTES VISUAIS NA ESCOLA

  • Líder : ROGÉRIO JÚNIOR CORREIA TAVARES
  • MIEMBROS DE LA BANCA :
  • JOSE SAVIO OLIVEIRA DE ARAUJO
  • MARCOS ALBERTO ANDRUCHAK
  • MAURA COSTA BEZERRA
  • ROGÉRIO JÚNIOR CORREIA TAVARES
  • Data: 05-sep-2016


  • Resumen Espectáculo
  • This investigation embraces the importance of the teacher's performance space for
    Arts teaching and learning process in the classroom. It discusses the gaps,
    constraints and limitations in the school context in terms of spaces for Visual Arts
    activities. In addition, the aim is to discuss the subject from current parameters and
    educational criteria, which indicate how the influence of physical structure and the
    environment can be determinant in the teaching-learning process. The paper refers
    to some artists from Rio Grande do Norte that emphasize the importance of the art
    studio as a place of knowledge production. There is also the view of some high
    school students about what they think of the space used in the school subject of
    Visual Arts. It also assumes that the space of artistic production is fundamental in the
    process of developing the work of students in school as well as a significant feature
    in the support to the subject’s objectives. Therefore, the text brings testimonials from
    teachers and artists who emphasize the art studio as essential for artistic production.
    The guiding principles of this discussion are examples of pedagogical proposals as
    the ‘Escola da Ponte’, Pedagogy of Reggio Emilia and Freinet techniques, which are
    based on ideas that, epistemically, counteract the traditional models, becoming
    innovative and worthy of attention for possible reflections on the current Brazilian
    educational situation, especially with regard to Arts education in public schools.

10
  • DOMINIQUE CRISTINA SOUZA DE SENA MARANHAO
  • OS SABERES DAS ARTES VISUAIS NA EDUCAÇÃO INFANTIL: O OLHAR DE UMA PROFESSORA NUMA ESCOLA PÚBLICA MUNICIPAL DE NATAL/RN

  • Líder : MARCOS ALBERTO ANDRUCHAK
  • MIEMBROS DE LA BANCA :
  • MARCOS ALBERTO ANDRUCHAK
  • MARCILIO DE SOUZA VIEIRA
  • GILVANIA MAURICIO DIAS DE PONTES
  • ANDREA JANE DA SILVA
  • Data: 26-dic-2016


  • Resumen Espectáculo
  • The present dissertation refers to the research of professional masters in Visual Arts / UFRN, dealing with the knowledge of teachers in teaching Visual Arts in Child Education in a public institution in the city of Natal. Therefore, we define as objective of this research to analyze how the teaching of Visual Arts occurs in a public institution of early childhood education by the narrative of a teacher, as well as reflect from the observation of the classroom teaching as such teaching is agenciada. From this general objective, we define the following specific objectives: To investigate the conception of Visual Arts of the teacher in question; To investigate the knowledge of the teacher's training she emphasizes to justify the practice of teaching with visual arts in early childhood education; To highlight the conceptions that the teacher has about the teaching of visual arts in early childhood education; To analyze the knowledge that the teacher has for her training that justify her practice. Our work is part of the Qualitative Approach of Educational Research, the applied methodology is a case study and has as procedures of data construction semi-structured interview and participatory observation. Our empirical field was constituted in a school of the metropolitan region of Natal / RN, that offers education for children. The subject of the research is a teacher who acts as a holder in the class of level 2, children between 3 and 4 years of age and has 8 years of teaching practice. From the data analysis, based on the case study methodology, three themes emerged: infant education, visual arts and child education; We aim to characterize the teaching of the Visual Arts in early childhood education, based on the concepts explained in the narrative and in the practice of the teacher investigated; To identify the conceptions about Visual Arts in the teacher education of the child; And to analyze the teacher's knowledge about the teaching of the visual arts. The lack of knowledge of the teachers of early childhood education at the public school in the municipality of Natal about the language of the Visual Arts shows that access, study, research and training in Art are important for them to be aware of its relevance as an area of knowledge. The need for continuing and professional teacher training, appropriate for the Visual Arts, such as postgraduate and extension courses, focusing on teaching in Arts, is a great stimulus and advance for teachers and for the improvement of Art classes, The cultural formation, so the teacher can have theory, knowledge and adapt his pedagogical practice. It is necessary to have a close look at this work with Visual Arts in children's education in schools, to rethink the importance of this language, teacher training, a meaningful practice, valuing creativity, child development, children's potential. The research carried out, together with the authors and the teacher, confirms our understanding that the need for teacher education teachers may be related to the lack of initial and continuing education.

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