TCC - Especialização em Artes e Tecnologia (UAEADTec)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2902
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40 resultados
Resultados da Pesquisa
Item As múltiplas linguagens das narrativas digitais no ensino da arte(2019-08-03) Moura, Wanessa Menezes de; Rosa, Aliete Gomes Carneiro; Silva, Charles Ricardo Leite da; http://lattes.cnpq.br/2664342528760612; http://lattes.cnpq.br/9765841869399460; http://lattes.cnpq.br/8099239008020509The research aims to analyze how the different languages worked in the digital narratives can help the pedagogical practices and facilitate the learning process for the student. In this way, the project conciliates the teaching of art reflected in the use of these Information and Communication Technologies (ICTs) as a process of (re) construction of art classes stagnated by the traditional model. A analysis of verbal languages (written and spoken), sound and imagery, based on the taxonomy of Nora Paul (2007), as elements that awaken the various areas of the mind and provide an autonomous, critical and reflexive learning of the students. For that, the methodology used was the bibliographical research that proposes an analysis of works done by teachers through the use of digital narratives, referring to the methodology developed by Robin (2016) and the polysemy of narratives, by Ryan (2004) and how his process added knowledge to everyday life in art classes. and how their process added knowledge to the day to day in art classes. All of this is through Joseph Campbell's conception of hypertext by Lajolo (2013); from Benjamin's (2012) experience of telling and Kearney's (2012) self-experience. In fact, it is necessary to use innovative classes that bring pleasure to the knowledge, that instigate the student to develop strategies in the resolution of certain problems, that is, to construct meaningful learning.Item A arte musical integrada às tecnologias na educação infantil em escolas da rede municipal do Recife(2019-07-22) Soares, Valdemir; Silva, Cristiane Barbosa Tosta da; http://lattes.cnpq.br/0195862765669468; http://lattes.cnpq.br/4384667543025425This research aimed to show, in kindergarten classes, in two nursery schools of the Recife municipal network, specifically in the nursery to five (V) groups, how pedagogical practices occur when musical art is integrated with technologies in the teaching process. and learning with children. In this context, they consider the materials, equipment and technological resources that contribute to the development of dynamic, creative and meaningful activities. In addition, it sought to point out the elements and situations that make it possible to emerge, to motivate the development of intelligences. Also, during the research, it was possible to observe some implications in teaching and learning that may interfere in the quality of pedagogical practices in musicalization. Thus, it followed a path that integrated technologies and education, pointing to independent and dependent technologies, the teaching of art in education, which sought to detail about pedagogical practice and school, and also about music and education, showing the process of musicalization in the school environment. Thus, understanding that working with music art integrated with technologies in their diversity can be a great ally in teaching and learning, considering their integrated and effective practices as ways to leverage perceptions, intelligences, knowledge and creativities for the child's development. , this work was justified by bringing analyzes of routines, experiences, teaching and learning practices through the integrated musical art technologies. The work had the main theoretical bases; Ana Mae Barbosa, in relation to Art in Education, Maria Auxiliadora Padilha, on Information and Communication Technologies and Maura Penna, for teaching music at school.Item Realidade virtual auxiliando as artes visuais: aplicação na obra O quarto em Arles(2019-05-27) Santos, Tiago Ramos dos; Laurentino, Auta Luciana; Ziegelmaier, Rafael Suarez; http://lattes.cnpq.br/3113779571841568; http://lattes.cnpq.br/3805752873099282; http://lattes.cnpq.br/7192202614342067The objective of this work is to presented as a conclusion work in the Specialization in Arts and Technology of Federal University of Pernambuco (UFRPE), aims to discuss the use of Virtual Reality in works of art. In this case around the life and work of Vincent Van Gogh, Impressionist and Post-impressionist artist, who lived between the years of 1853 to 1888 in the city of Groot Zundert, Holland. This is an exploratory research with a qualitative approach. And it is divided into three phases. The first stage was carried out from a bibliographical and audiovisual research about the artist. Among his work we prioritize the piece "The room in Arles" as source of study. Then we brought information about the use and types of 3D modeling software, rendering and post-production processes, and definition and application about virtual reality. And finally, we brought the registration and application of all processes and information to create the three-dimensional environment in 360º, in order to be applied in a virtual environment. As a result, we produced a three-dimensional model of the environment in the 'Room in Arles', and consequently, a 360º image, which combined with the VR BOX glasses, simulates the user‟s sensation of immersion to this environment.Item Entre traçados de tesouras e batidas de bombo: um estudo sobre o imaginário e o ensino de artes(2019-07-26) Silva, Suelma Cristina Bernardo da; Silva, Charles Ricardo Leite da; http://lattes.cnpq.br/2664342528760612; http://lattes.cnpq.br/4581218826933251This study is an integral part of the student's imagetic and cultural imaginary archetype and becomes a facilitator in the learning process in class, but is an arts discipline. The paths traced by our history and cultural construction are more biased towards the identity structure of a people. The imaginary framework formed by these experiences has, in several dimensions, many links with sociocultural practices and as pedagogical constructions for their understanding process. Gilbert Durand's Theory of the Imaginary for one of the guiding principles of this study, because it allows us to trace the processes of understanding the imagery framework in a sensitive way, a set of contemporary and methodological processes of arts education. Guiding us through reflective development of processes of the article / education, we guide ourselves through the Triangular Approach developed and experienced by the researcher Ana Mae Barbosa, which enables an experience of the artistic experiences, as well as of the whole cultural historical process that a encircles. Seeking to elucidate and base this study, without participating in experiences in the school environment, seeking to analyze the processes of exchange of students and teachers, and the effectiveness of use of contemporary teaching processes, as well as having fun, if in doubt. proposals. The sequences have been completed together in imaginary results and contemporary practices together result in good school groups.Item O ensino de arte na EJA: uma possibilidade na educação do sistema prisional(2019-08-08) Silva, Solange Maria da; Torres, Niedja Ferreira dos Santos; http://lattes.cnpq.br/3501803097646190This research aims to demonstrate how the work was done in a school of the prison unit, whose purpose was to bring a possibility of art teaching for Youth and Adult Education (EJA), through the exhibitions of two Museums: MASP - São Paulo Assis Chateaubriand Art Museum (SP) and MAMAM - Aloisio Magalhães Modern Art Museum (PE), with the public being the students of the Penitentiary System - Recife Women's Penal Colony - CPRF. The study methodology used was based on qualitative and explanatory research based on field research. Readings and rereading of visual art works (by means of vídeos), by the students, as well as artistic productions were performed. This work contributed to the teaching and learning of reeducandas, regarding the development of their perception and reflection, acquired a new look at the visual arts and a different conception regarding museums.Item Contribuições das pesquisas empíricas sobre histórias em quadrinhos (HQs) em educação para pensar a prática educativa em artes e tecnologia(2019-07-09) Dias, Priscylla Karollyne Gomes; Machado, Josefa Alexandrina Medeiros de Oliveira; http://lattes.cnpq.br/5285590707178347; http://lattes.cnpq.br/4569293571803835This monograph aims to investigate discursive situations that empirical research linked to masters courses in education, and published in recent years (2013-2018) in Brazil, build around pedagogical practices from the use of comics in comics. education. To this end, a corpus of analysis was assembled comprising a quantity of three articulated monographs in order to understand how they indicate the meanings of content learning with comic books. The gathering of the monographs that made up the corpus of research analysis was consistent with a gesture of provocation around the discursive configurations that mobilize subjects' and education's senses, situated in a field of pedagogical practice. Thus, this work has as emphasis the propositions of Dominique Maingueneau. The results indicated that the discursive situations that emerge from fragments of academic works linked to master's degree courses in education, and that produce articulations to the classroom, are as follows: convincing about the originality of the theme; pedagogical resource in a given field of teaching and pedagogical practice; approximation with the reader subject of the dissertation; distancing from daily practice; possibility of appropriation of the comic language. The insertion of the discussion around the composition of arts and technologies in this work is in line with the idea of rethinking practices based on a symbolic chain of language that is structured, in turn, through daily references and socio-culturally legitimized by the subjects. speech. The considerations of the work point out that the provocation of thinking about comic books as a technological tool suggests the opening of a field of possibilities around this provocative, contemporary and emerging expression.Item Letramento digital: despertando o hábito da leitura literária através dos quadrinhos(2019-08-02) Santos, Peterson Fabrício Corrêa dos; Rosa, Aliete Gomes Carneiro; http://lattes.cnpq.br/9765841869399460; http://lattes.cnpq.br/9172035980770338La presente pesquisa tiene como objetivo presentar la arte literaria en cómics como soporte de lectura en la era digital, buscando instigar el interés de los jóvenes sobre la lectura, que son sometidos a las tecnologías desde la infancia. Para realizar esta perspectiva, este trabajo se preocupó en crear y incentivar el hábito de la lectura de libros clásicos como Machado de Assis, que será utilizado como corpus de esta pesquisa. Con el progreso de la tecnología, surgió nueva forma de lectura y escrita que transformó los jóvenes. Ese avanzo facilitó el surgimiento del estudio relacionado al letramiento digital y a los textos multimodales. Con ese progreso, se obtuvo el interés de conciliar el cómic y la literatura para cambiar el arte literaria en historietas digitales, estimulando el hábito de la lectura en los jóvenes que están cada vez más lejos de los libros impresos y más inseridos en el mundo digital. Así, para la composición y análisis de este trabajo, será estudiada la obra Dom Casmurro de Machado de Assis, como también los autores Carla Viana Coscarelli, Ana Elisa Ribeiro y Rildo Cosson serán citados para abarcar los temas letramiento digital, letramiento literario y los textos multimodales. Con eso, pretendemos presentar la idea de crear historietas recreando la literatura para que la lectura vuelva a ser el hábito preferido de los jóvenes en la era digital.Item O ensino de literatura e tecnologia na construção da poesia digital(2019-07-17) Santos, Maryelle Monique Nascimento Silva; Vila Nova, Júlio Cesar Fernandes; http://lattes.cnpq.br/6629242832192015; http://lattes.cnpq.br/3029064867293100Esta pesquisa analiza el concepto de poesía digital y su interactividad con el lector lo permitiendo ser coautor de la obra. Reflejamos sobre la educación actual y sobre el influjo de la era digital en el cotidiano de los alumnos, con base en Piazzi (2015) y Freire (1996). Consideramos que el contacto con la poesía digital puede favorecer el desarrollo de las habilidades de lectura, en las perspectivas de los multiletramentos (Rojo, 2012). La metodología incluyó la presentación y análisis de cuatro poemas digitales: Fiat Lux de Sechi, Scalpoema de Joesér Alvarez, Nome y Diferente, ambos de Arnaldo Antunes, acompañados de cuestionarios que fueron aplicados a turmas de enseñanza media en instituciones distintas para pesquisa de campo. El objetivo de la pesquisa fue percibir se la ciberliteratura era familiar para los discentes y se esto facilitaba la comprensión y el interés por la obra literaria. Como resultado, la pesquisa fue benéfica para conquistar el interés de los estudiantes por el tema, ya que la mayoría desconocía la poesía digital.Item As tecnologias da informação e comunicação no campo das artes: o audiovisual como mediação pedagógica do conhecimento(2019-07-06) Melo, Maria Aparecida Vieira de; Rolim, Amália Maria de Queiroz; http://lattes.cnpq.br/0046535721349104; http://lattes.cnpq.br/6705733173478276This study aims to certify that audiovisuals promote knowledge. We are interested in knowing: how are pedagogical links present in audiovisual mediators as mediators of pedagogical action in favor of knowledge in the formative process? Therefore, we have as general objective: to analyze the information and communication technologies in the field of arts as a propeller of visual culture, through the use of audiovisuals as pedagogical mediation of knowledge in the classroom. And more specifically, identify audiovisual as an important pedagogical resource for knowledge mediation; highlight the presence of art in the process of audiovisual creation; use content analysis as a methodological instrument of research development and, finally, describe the categories that permeate the audiovisual pedagogical links that will be worked out in the classroom through content analysis. The theoretical/methodological framework is permeated by reflections on communication and information technology Ramos and Bueno (2019); Jordan (2009) and others more. The methodological instrument of qualitative research is content analysis (BARDIN, 2004); audiovisual as a pedagogical resource Santaella (2008); Carlos (2010) and other authors. The findings were the categories of analysis of discursive practices related to audiovisual as a mediator of knowledge; methodological and didactic procedure; mediator of reflection, curiosity and technological resource. These were the findings, after conducting the research, to learn from students who had at the beginning of their classes audiovisual as an introduction to the content to be studied. In this way, education is understood as a social complex; the visual image as a cultural / digital artifact that disseminates knowledge and art in the digital creative process of audiovisual, in general, all this is present, existing and noticeable in audiovisuals, which are used pedagogically to mediate the production of knowledge in the context. higher education, for example.Item O uso da fotografia digital, tecnologias e mídias informáticas, aplicadas ao ensino-aprendizagem de artes visuais, transversalizadas com educação em direitos humanos(2019-07-06) Saldanha Neto, Manuel Romário; Souza, Thiago Rogério Bezerra de; http://lattes.cnpq.br/8058860732844067; http://lattes.cnpq.br/2489286774040948Based on the perspective of digital photography as a didactic tool, in the teaching and learning of art education, as an important element in the fight against social inequalities, the present study object to analyze the use of digital photography, technologies and computer media applied to the visual arts, mainstreamed with Human Rights Education, in elementary school. The main theory of research is based on Pedagogy of the Oppressed, Freire (2005), Triangular Approach present in the work Image in Teaching Art, Barbosa (2009), among other authors. The methodology consists of qualitative bibliographical analysis about digital photography, Art Education, Technological Education in information and communication, Education in Human Rights (with emphasis on gender equality, ethnic-racial relations). Also part of the study is the report of a participatory research case on the use of digital photography, information and communication technology education, mainstreamed by Human Rights Education, teaching and learning arts, elementary education II, of the Municipal School Mário Melo, of the Municipality of Recife, from April to October 2016. The present research is situated in the field of critical and progressive hegemonic pedagogies of the 21st century, in the line of education as a right, as a way of confronting social inequality, discrimination and prejudice of race and gender, both in Brazil and in the globalized world. With this pedagogical research we have achieved the following results: 1 - Encourage students to construct research projects resulting in innovative, technological and multidisciplinary works using digital photography, the arts, information and communication technologies, human rights and the scientific method. 2 - Construct ways of coping with social inequality, discrimination and prejudice of race and gender, both in Brazil and in the globalized world. 3 - Rescuing the positive self esteem of our students, through the fight against racism, machismo, bullying and social inequalities, with a view to building a free, fair and democratic society.