TCC - Especialização em Artes e Tecnologia (UAEADTec)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2902
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7 resultados
Resultados da Pesquisa
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 A importância do ensino da arte para a alfabetização na Educação de Jovens e Adultos (EJA)(2019-08-02) Alves, José Ricardo; Machado, Josefa Alexandrina Medeiros de Oliveira; http://lattes.cnpq.br/5285590707178347This research aims to present arguments about the importance of exemption from art teaching in the Literacy of Youth and Adult Education, paying attention to its influence on the citizens' formation of students, analyzing the impacts of technologies on teaching. We will seek the description of factors that can define art as a motivational instrument, and contribute to overcoming cognitive obstacles, lack of investments in basic education infrastructure, in the formative process of training of art teachers and EJA. We emphasize that the training processes would help teachers better understand the technological impacts present in classrooms through Information and Communication Technologies (ICTs), which is already part of the daily lives of students present in our schools. We reflect from Ana Mae Barbosa's triangular approach as a fundamental methodology, allied with the Freirean dialectic as an essential basis for the teaching of Art in Youth and Adult Literacy. For we believe that it would be very helpful, in general, especially in understanding the historical context of art and its relation to culture, socio-cultural groups and their influence on popular education, which necessarily needs to be present in the teaching of art and literacy as well as in the other modules of Youth and Adult education, where contemporary art is represented within the four major fields: Visual Arts, Dance, Music and Theater. Already present in the Curriculum Parameter of Basic Education of Pernambuco (PCEB, Pernambuco 2013, p 18). Standardization that is necessary to cover literacy in the first module of Youth and Adult Education, in formal as well as in non-formal education, in the struggle for the eradication of illiteracy, dialoguing with the new segments of art and technology that has as an obstacle to lack of structure of schools, as well as teachers who are not trained in art and are not trained either through continuing education appropriate to the art discipline and within the technological axes. The research points out that, on the verge of overcoming these obstacles, a pedagogical effort is needed in favor of the self-esteem of EJA students, optimization of the use of mobile technology in the case of mobile phones, tablets and notebooks. Using these devices more directly in art with videos, photographs and other technological means linked to art, overcoming the material infrastructure issues of schools while making students aware that the school is a space for knowledge construction, and Art teaching in this pedagogical process expands the knowledge of the world expressively, cognitively, and perceptively to students in and outside the classroom.Item A arte como artefato pedagógico/reflexivo nos livros didáticos de sociologia(2019-06-18) Costa, José Raimundo Silva; Vila Nova, Júlio Cesar Fernandes; http://lattes.cnpq.br/6629242832192015; http://lattes.cnpq.br/3172206035987713This work has the objective of pondering about the usage of images of art as a pedagogical artifact in the Sociology Didatic Book, and also think artistic poetic as a starting point to the sociological reflection in Highschool. For so, the Sociology Books were analysed selected according to the PNLD/2015 to the 2018-2020 triennium. We have specifically analyzed the role of images of art in the construction of senses of sociological knowledge, a gateway to cultural goods dynamizing the development of citizenship. The chosen theoretical-methodological referrals to the construction of the research were developed under qualitative methodology, specially in light of the Cultural Studies and the studies of the Visual Culture. In this sense, the images will be here thought not simply as some data, but as a performatic artifact, a field of studies. (BANKS, 2009). Therefore, this strategy of associating written texts with visual images beyond its aesthetical appeal contributes to developing an identification of the students in relation to these imagetical resources, because some of theses signs make part of their sociocultural and aesthetical repertoires. In the results and discussion we have identified that, in the set of the analysed books, two works stand out in the utilization of visual culture, stablishing a dialogical relationship with the majority of the images. The books stand out in the use of visual charges, photographies and graffiti in activities and exercises as mediators of learning. In short, from the five analyzed books all of them have utilized the visual resources with pedagogical purposes, however only two managed to go further and develop, even with a lack of depth, a little of what the scholars define as visual analphabetism.Item Uma proposta pedagógica a partir da perspectiva artística sobre o observatório solar indígena(2019-07-22) Praxedes, Jamerson Lopes; Melo, Énery Gislayne de Sousa; http://lattes.cnpq.br/2653085378828449; http://lattes.cnpq.br/6779751158110343This work brings a new look at the discussion of Brazilian art teaching, in particular, indigenous art, considered as the origin of national art (DARCY RIBEIRO, 1986). The arts even today are neglected in books or museums. In this context, this research has as its investigative question: how to explore an indigenous artifact, specifically, the Indigenous Solar Observatory - OSI, in teaching indigenous art in a museum? Our general objective is to “elaborate a non-formal art teaching proposal for the Astronomy area monitors of the Espaço Ciência Museum from an artistic perspective on the Indigenous Solar Observatory”. To this end, we conducted theoretical studies on the concept of art of Indian peoples, from authors such as Afonso e Silva Afonso e Silva (2012) and Darcy Ribeiro (1986); and the use of indigenous art in arts education, in Ana Mae Barbosa (1998, 1991, 2011), Darcy Ribeiro (1986) and Berta Ribeiro (1989). In addition, we have identified artistic aspects in OSI that can be adopted in Indian art teaching. The methodological research adopted in this work is qualitative, whose main factor is to examine the object of study (GERHARDT; SILVEIRA, 2009). Among the main results, we point out that the Observatory is a practical instrument used as a calendar, but it has a unique structure of Guarani culture, so it can be appreciated as a technological object, as usually happens in a science museum, but it can also be defined as indigenous art, as a headdress, ceramics, graphics, among others.Item A Tríade Significativa nas aulas de arte como possibilidade de transformação da realidade escolar: o caso da escola cidadã integral prof. Anésio Leão(2019) Melo, Iago José Lima de; Alves, José Fernando da Silva; Silva, Cristiane Barbosa Tosta da; http://lattes.cnpq.br/0195862765669468; http://lattes.cnpq.br/9142049164350284; http://lattes.cnpq.br/4075226809765649This course conclusion paper aims to explain the concept of significant triad, created by the author of this research, as a methodological suggestion to be worked on in art classes, reporting its possible contributions to the transformations of the Integral Citizen School Professor Anésio Leão, in Campina Grande-PB. Initiative motivated by the perception that the three concepts worked, the art, the otherness and the social context, associated, contributed to a significant teaching-learning. The research had as its specific objectives: to describe how we arrived at the concept of significant triad, as well as what the elements that compose it; identify the school under study regarding its location, space, school community and other particularities; show, briefly, artistic-pedagogical practices carried out during the year of two thousand and eighteen, having as a principle of production the significant triad; understand how the significant triad was designed to be worked on in school art classes; conduct a comparative study between the past and the present of the school, taking as an observation factor the artistic-pedagogical practices developed in the year of two thousand and eighteen, as well as the students' response to the applied form; seek to understand, through the analysis of applied forms, how art classes changed the reality and image of the school under study. From this, the investigative concept of (LEITE, 2008) was used as a methodological procedure for the development of this research, as well as the studies of (BARBOSA, 1998) about the triangular approach of learning, which served as a guide for the planning. and for the execution of this research. The understanding of alterity through the anthropological bias of (LAPLANTINE, 2003), proved to be significant for what we intended to exemplify. Finally, studies by (FREIRE, 2011) about contextualization, as well as the understanding of (SANTOS, 1998) about subject-space and space-society contributed to the development of the central idea. Throughout the report, a comparative study was conducted between the past and present of the school. We had as a result of this research the artistic works developed in the school in the year of two thousand and eighteen, those that will be described and studied, retaking the initial hypothesis in the light of the obtained results.Item A formação inicial de professores polivalentes e sua relação com o ensino da arte(2019-08-10) Barbosa, Dayse Patrícia Pereira; Melo, Énery Gislayne de Sousa; http://lattes.cnpq.br/2653085378828449; http://lattes.cnpq.br/5087371823144795This paper aims to investigate the education for art teaching in Pedagogy Degree courses and identify their conceptions of art. From this, it was analyzed how the initial formation, graduation, contributed to the development of teaching practices within the scope of Arts classes. Documentary analysis of the Pedagogy Course Guidelines, the BNCC and the Pedagogical Course Project was performed. This is a descriptive qualitative research, which used a semi-structured interview, containing 6 questions applied to 10 polyvalent teachers. The results showed that the teachers approach the understanding that the initial training did not satisfactorily meet all the demands of the classroom. Research is required, specialization courses, among others.Item A concepção do desenho como ferramenta artística na prática do professor de educação infantil(2019-08-10) Barbosa, Claudenice da Cunha; Melo, Énery Gislayne de Sousa; http://lattes.cnpq.br/2653085378828449; http://lattes.cnpq.br/1837815718785025This monographic work has as its object of study children's drawings, so it sought to delineate the theme about the use of drawing in art classes, presenting a social and psychological panorama that is attributed to drawing, but linking these to didactic and artistic issues involved in it. The choice for this theme was justified by the constant contact with the children's drawing produced within the preschools, which raised concern about the visible need to revise the purpose of drawing in childhood. In this sense, the general objective was to study “the conception of drawing as an artistic tool in the practice of the preschool teacher”, followed by the specific objectives that guided the research as a whole: to analyze the use of drawing as an artistic tool by Child education; understand drawing as an instrument in child development; observe the practice with the use of drawing in the kindergarten classroom; to this end, a case study was carried out in a kindergarten and elementary school in Santa Cruz do Capibaribe-PE, with a qualitative approach. As a sampling design were focus of the study four preschool teachers with students with an average age between one and a half and four years. In addition to the use of semi-structured questionnaires applied to these teachers. As a theoretical basis, the studies by Ana Mae Barbosa (2008), Zélia Gomes (2009) and Edith Derdyk (1989) were approached in order to support the analysis of the data obtained throughout the research.