Banca de DEFESA: JOSIVANDO FERREIRA DA CRUZ

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOSIVANDO FERREIRA DA CRUZ
DATE: 26/07/2023
TIME: 15:00
LOCAL: Plataforma de webconferência (online)
TITLE:

-

KEY WORDS:

Artist-Teacher. Ethnic-Racial Relations. Theater. Art Education. Black Artist-Teacher.

PAGES: 162
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation explores reflections on the ethnic-racial and theatrical training of black artist-teachers from the Cuca Network in Fortaleza-CE, within the context of education. Originating from the author/researcher's personal concerns, this dissertation holds social significance that encompasses the formative repercussions intertwined with studies in the field of Humanities. It focuses on the contribution of identity recognition within black communities and qualification within the contexts of arts and teaching. Thus, the objective is to investigate how the ethnic-racial and theatrical training of black artist-teachers from the Cuca Network in the city of Fortaleza-CE was developed. The study is qualitative, and its dissertation is enriched by bibliographic and documentary readings, as well as empirical experiences derived from visits and observations conducted in the working environment of the artistteachers. The theoretical and methodological procedures consist of the foundations of oral history by Meihy (2015) and the instruments derived from ethnography by Mattos (2011). The organization of both the theoretical framework and the narrative sources of the artist-teachers' origin characterizes the interconnection based on structural processes of data organization, analysis, and interpretation. This enables the attainment of knowledge regarding the subject matter. From the obtained results, we can mention the processes of struggles and resistance within black communities for the recognition of their cultures, histories, and Afro-ancestral memories. The reclamation of ancestry encompasses the recognition and sense of belonging of black communities, emancipating them with their historical roots. In the contexts of art and teaching, we also observe challenges in implementing theater education in the school environment. Thus, the theatrical training of the artist-teachers, although it may have been superficial within formal schooling, was primarily consolidated in the realm of popular education, in environments where non-formal and informal education played a significant role. The intersection of narratives regarding these formative fields, ethnic-racial and theatrical, reveals the barriers ingrained in the Brazilian education system. These barriers must be urgently overcome. Furthermore, we emphasize that as the artist-teachers shared their formative narratives, it allowed us to have a sensitive and critical perspective that revealed the existing intersections among their experiential fields. This research journey has provided us with a redefinition of our thinking, as it has brought us an awareness of the transitivity and unfinished nature of our knowledge through critical, sensitive, and emancipatory reflections. Lastly, it became evident the importance of reclaiming our stories and memories to establish connections between the past and the present, in order to foster new perspectives towards the future. By doing so, we assume our place as human beings capable of creating, recreating, and empowering ourselves towards criticality and awareness in emancipated societies grounded in human principles.

COMMITTEE MEMBERS:
Externo à Instituição - JOSÉ RÔMULO SOARES - UECE
Interna - 1755707 - KARYNE DIAS COUTINHO
Presidente - 1958705 - MARCILIO DE SOUZA VIEIRA
Interna - 1672476 - ROSIE MARIE NASCIMENTO DE MEDEIROS
Externa à Instituição - TATIANA WONSIK RECOMPENZA JOSEPH - UFSM