TCC - Especialização em Artes e Tecnologia (UAEADTec)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2902
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Resultados da Pesquisa
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 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.Item O c(s)inestésico, o fazer artístico e a relação com a tecnologia digital(2019-07-29) Távora, Luciana Matoso; Melo, Énery Gislayne de Sousa; http://lattes.cnpq.br/2653085378828449; http://lattes.cnpq.br/4712274374644436Esta investigación tuvo como objetivo compreender la relación del artista con los artefactos digitales y las posibles interferencias en sus percepciones y su sentido kinestésico, durante su proceso de producción artística en arte plástico. Mediante el fundamento teórico, los conceptos de percepción sinestésica, sentido kinestésico, desarrollo humano, arte híbrido, arte y tecnología digital fueron explorados em video arte. La investigación empírica se centróen el proceso de producción de la obra "A Força" (2019), de la artista Christina Machado. Los datos fueron recolectados a través de entrevistas, apreciación del videoarte producida por el artista, observación y medición de la entropía del ambiente. Como resultado, se percebió que durante la creación artística, la técnica experimentada en contacto directo con el material - la técnica analógica - contempla más el c(s)anestésico. Mientras que el arte digital prioriza lo racional, no se conviertiendo en un obstáculo para la creación artística, que encuentra equilíbrio en ambos campos investigados por medio de la acción y la producción híbrida.Item Corpos que (vídeo)dançam na escola: um estudo sobre a vídeodança no processo de ensino-aprendizagem da arte/dança na educação(2019-07-18) Bezerra, Fábio Marques; Ianino, Adriana Martins; http://lattes.cnpq.br/3851462283169428; http://lattes.cnpq.br/0554084996494650With the recent cross-cutting of the different technologies in society, culture and daily life, it is necessary for the school curriculum of Art to discuss a redefinition of what is traditionally understood as dance, the possibilities of new pedagogical and artistic-cultural practices and processes to create, to produce and to appreciate before the new media platforms and visual-digital resources, as well as the ways of reconfiguration of the corporeity in the school. Thus, it is possible to identify that dance, by exploring the online media environments and visual-digital resources in the school, makes emerge new forms and processes of artistic (de) construction and extend meanings and meanings of school Art/Dance teaching by breaking with the traditional paradigms of this field of knowledge - especially with the consolidation of the modifications in LDBEN 9.394/96 and the advent of the National Curricular Common Base (BNCC). Then, from the relationships between dance and technologies through videodance, this study sought to analyze the conceptions and interactive practices of videodance in the teaching-learning process of Art/Dance in basic education and in the training of Dance teachers. For this, a qualitative, exploratory and narrative bibliographical research was carried out, based on the identification of integrative points between dance and audiovisual resources (videos) in learning projects in the Art/Dance curriculum in basic education and in the scope of the degree in Dance, using as databases the Catalog of Thesis and Dissertations of Capes and Google Scholar. It was seen that, even with the expansion of Bachelor's degrees in Dance, there are few studies on videodance in the school environment - located regionally in the South of the country - demonstrating the need to (re-) know this "tool content" by the art/dance teachers in the rest of the country, especially because the language of dance can transform the complex contemporary cultural-digital context itself and, through the aesthetic hybridization of the "integrative arts" represented by videodance, reorient the modes of thinking-doing in art at school.