Banca de DEFESA: NAIDE LOPES DE MORAIS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : NAIDE LOPES DE MORAIS
DATE: 09/04/2025
TIME: 10:00
LOCAL: Google Meet
TITLE:

VISUALITY IN AFRO-BRAZILIAN ART: THE CONSTRUCTION OF AN A/R/TOGRAPHIC PORTFOLIO AS A TEACHING TOOL

KEY WORDS:

Teaching of Visual Arts; Law 10.639/2003; Afro-Brazilian art; A/r/tography.

PAGES: 80
BIG AREA: Lingüística, Letras e Artes
AREA: Artes
SUMMARY:

In the line of research of the theoretical-methodological approach of teaching practices, this proposal is presented, entitled “Visuality in Afro-Brazilian Art: the construction of an a/r/tographic portfolio as a didactic tool” from the perspective of Art-Based Educational Research - PEBA, a/r/tography, a methodology focused on education with a focus on the arts and that considers the senses and creativity during its research process. (DIAS; IRWIN, 2023). In this case, the general objective is to analyze the intervention of teaching visuality in Afro-Brazilian Art based on the construction of an a/r/tographic portfolio as a didactic tool, applied to students in the 8th and 9th grades of Elementary School in Visual Arts classes at the Francisco Quinino de Medeiros Municipal School in the municipality of Ipueira/RN. The problem arose from the need to develop meaningful strategies for students in teaching about Afro-Brazilian Art. Thus, from the observations made, especially regarding the implementation of the African matrix in the curriculum based on the approach to Law 10.639/2003, the following question arose: is the idea of implementing pedagogical workshops, as an alternative to traditional pedagogy, a tool that provides dialogue, reflection, and knowledge based on a current and relevant theme, such as Afro-Brazilian art? Does the use of the portfolio in the systematization of the concepts worked on on Afro-Brazilian art have the potential to be classified as a teaching tool that promotes significant learning? What significant benefits does the construction of the a/r/tographic portfolio offer to students, teachers, and the learning process as a whole? In order to be able to substantiate the challenges encountered in this process, we analyzed the thoughts of authors such as: Morin (1999); Vianna (2006); Azevedo Junior (2007); Barbosa (2000); Duarte Junior (1991); Salum (2000); Bispo (2012); Conduru (2007) and other researchers who contributed to the study of art and also references from Law 10.639/03 (BRAZIL, 2003). Thus, a pedagogical proposal was developed seeking to provide students with the opportunity to experience concrete and significant experiences about afro-brazilian Art supported by the elements of visual language and structured from the tripod: feeling, thinking and acting. An action typical of the action-research dynamics in which the approach is “carried out in a space of dialogue where the actors involved participate in solving problems, with differentiated knowledge, proposing solutions and learning in action.” (THIOLLENT, 2002, p.4). A dynamic process culminating in the organization of a final publication, a didactic product based on the experiences lived and available to other educators. However, it is believed that this approach is a true pedagogically visual journey, which integrates students in a creative and comprehensive way, fostering exploration, critical thinking and artistic expression under the nuances of africanness.

COMMITTEE MEMBERS:
Externo à Instituição - DIEGO SOUZA DE PAIVA
Externo ao Programa - 1718551 - LOURIVAL ANDRADE JUNIOR - nullInterna - ***.280.544-** - REBEKA CAROÇA SEIXAS - IFRN
Presidente - 2141640 - RENATA VIANA DE BARROS THOME