Banca de DEFESA: ROSINEIDE SOARES SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ROSINEIDE SOARES SILVA
DATE: 15/04/2023
TIME: 15:00
LOCAL: Remoto (via Google Meet)
TITLE:

What dialogues should a performance be made with in adult education programs?

KEY WORDS:

dialogue; teaching of visual arts; performance; youth and adult education.

PAGES: 163
BIG AREA: Linguística, Letras e Artes
AREA: Artes
SUMMARY:

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.

COMMITTEE MEMBERS:
Interna - 2292957 - ARLETE DOS SANTOS PETRY
Externo à Instituição - EDUARDO ROMERO LOPES BARBOSA - UFPE
Presidente - 3060797 - RODRIGO MONTANDON BORN