Banca de DEFESA: IGOR LUCENA FERNANDES DE QUEIROZ

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : IGOR LUCENA FERNANDES DE QUEIROZ
DATE: 26/03/2026
TIME: 15:00
LOCAL: Sala Virtual - Online
TITLE:

SELF-KNOWLEDGE FROM THE COLLECTION OF THE POTIGUAR ART GALLERY

KEY WORDS:

Art; Self-knowledge; Education; Art education; Socioemotional.

PAGES: 129
BIG AREA: Lingüística, Letras e Artes
AREA: Artes
SUMMARY:

This dissertation investigates the relationship between art and self-knowledge in the context of Escola Estadual Eliah Maia do Rêgo, in Parnamirim, Rio Grande do Norte, Brazil. It takes as its object of study art-educational practices developed from the collection of the Pinacoteca Potiguar. The research is situated in a context marked by increasing subjective vulnerabilities among adolescents and by the need to strengthen pedagogical approaches aimed at integral education, as guided by the National Common Core Curriculum (BNCC). The central problem is to understand how the teaching of visual arts can contribute to the development of students’ self-awareness. The general objective is to design and experiment with pedagogical strategies in art that foster processes of self-knowledge, using works by artists from Rio Grande do Norte as references. The methodology adopted is action research, with a qualitative approach, combining bibliographic research, document analysis, and pedagogical experiments conducted in formal and non-formal educational contexts. The educational proposals were grounded in Ana Mae Barbosa’s triangular approach and Miriam Celeste Martins’ concept of aesthetic contamination (contaminação estésica), using the graphic diary as a tool for recording, reflection, and elaboration of students’ creative and expressive processes. The theoretical framework engages with studies on consciousness, self-knowledge, and personal intelligences. The art-educational experiences developed from the works of Maria do Santíssimo, Newton Navarro, and Rossini Perez enabled reflections on everyday life, identity, territory, corporeality, and culture, highlighting art as a privileged space for listening, expression, and the production of meaning about oneself and others. The results indicate that pedagogical practices in art contribute to the expansion of self-awareness and to the strengthening of interpersonal relationships, reaffirming art education as an element of integral education.

COMMITTEE MEMBERS:
Presidente - 1860542 - FABIOLA CRISTINA ALVES
Externa à Instituição - LUCIANA FERREIRA DA COSTA
Interna - 2141640 - RENATA VIANA DE BARROS THOME