TCC - Licenciatura em Artes Visuais (UAEADTec)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2884
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5 resultados
Resultados da Pesquisa
Item Ressignificando o ensino de artes no século XXI: traçando um novo olhar para uma geração “Z”(2019-08-10) Silva, Uvilânia Santos; Lima, Felipe de Brito; http://lattes.cnpq.br/0144075272556954; http://lattes.cnpq.br/8309038396363236Item Oficina de produção de animação com Scratch: uma intervenção pedagógica em uma escola do ensino fundamental(2020) Guimarães, Paulo Sérgio Farias; Lira, Rafael Pereira de; http://lattes.cnpq.br/4601784121439123; http://lattes.cnpq.br/1402752266512445This research aims to demonstrate how the Scratch software benefits the learning process of students at an elementary school in Pernambuco. An animation workshop was held at that school through the discipline of Visual Arts and had as its theoretical framework, digital art and education, from the point of view of the digital age. Education animation was also a reference in this analysis. The history of animation and its importance over time were included in this framework. Another reference factor was the Scratch software, as it is a fundamental support application in the development of the animations carried out in this workshop, the Scratch analysis encompassed several essential, theoretical and practical factors, as a way to support the concepts applied in the classroom and achieve the research objectives. The data obtained indicate that there is a considerable possibility of improvement in the learning process, especially with regard to creativity and interactivity in the development of new skills. Based on the results and discussions presented, it is considered that the research was satisfactory, reaching its objective and ratifying the importance of using animation, developed through the Scratch application, as an instrument of pedagogical practice in the classroom for pre- adolescents in elementary school II, being proven by the results of the practical activity observed through the workshop.Item Animação tradicional para o ensino fundamental: benefícios para à sala de aula(2021-11-19) Venturin, Marilindi Leal; Lira, Rafael Pereira de; http://lattes.cnpq.br/4601784121439123; http://lattes.cnpq.br/1677865707112752This study pursuits to present the perception of the teachers of using traditional animation in the classroom for teachers who acts in Elementary School, helping in the teach-learning process. From the bibliographic research, it was possible to identify the benefits of using animation as an educational tool to be applied in the classroom. Through the theoretical foundation, methodologies and parameters were indicated to rig professionals with information and knowledge of how to work with students in the production of a traditional animation, allowing the realization of their own productions. In a practical way, through digital questionnaries and video production, was pointed the benefits of using animation in the classroom were punctuate out and the stages of application were pointed out for the teachers, addressing the basic concepts and steps to develop a traditional animation. Data and analysis of this work were collected through digital questionnaires and virtual material that reached theachers working in Elementary School. All planning, from the studies presented to the production of a support material for teachers, will serve to analyze the contributions of traditional animation and its application as a methodological tool in the classroom. It is also highlighted the uses of applications in order to facilitate the creation of animations.Item A cultura indígena Tupinambá de Olivença no currículo do componente Arte do Ensino Fundamental I da rede municipal de Ilhéus-BA(2021-08-13) Pinheiro, Josenice Santos Souza; Pinto, Janille da Costa; http://lattes.cnpq.br/3170771425776045This research aims to analyze the presence of the arts of indigenous peoples in municipal schools in the city of Ilhéus, as we understand that through art education we can preserve the memory and maintain access to the culture of the Tupinambás peoples of Olivença/Ba. Thus, our specific objectives are to reflect on the need to value the art, culture and history of indigenous peoples in the Ilheense elementary school curriculum. Identifying the inclusion of the indigenous theme in the guiding documents of Ilheense education, as well as presenting how we can work with the law 11,645 (2008) in the teaching of Art in elementary school I. For that, the theoretical framework includes discussions about the curriculum of the Art component in public schools Ilheense, having as theoretical support authors such as: AGUIAR (2000); BARBOSA (1995, 2010: 10); DUARTE JR (2000), CHAUÍ (2014), among others. The methodological procedures adopted are based on qualitative, descriptive, bibliographical and documentary research. The data obtained indicate that the Municipality of Ilhéus has a legislative, normative and regulatory contribution that guide school units to work the Tupinambá de Olivença indigenous culture in the curriculum of the Art component of elementary school I. Based on the results and discussions presented, we consider it satisfactory the guidelines and pedagogical proposals that Educação Ilheense adopts to disseminate, value and preserve the art, culture and history of the indigenous peoples who were the first inhabitants of this locality and contributed to its development.Item O ensino de Artes Visuais para uma Educação das relações étnico - raciais no Fundamental II nas escolas públicas municipais de Ilhéus-Bahia(2021-08-13) Anjos, Eliete Silva dos; Pinto, Janille da Costa; http://lattes.cnpq.br/3170771425776045; http://lattes.cnpq.br/8484648364536984This research addresses the need for teaching Visual Arts to achieve an Education of ethnic-racial relations, aims to analyze how Education for ethnic-racial relations is being implemented in the Art Curriculum Component classes, offered in Elementary School II in public schools in the municipal network of Ilhéus - BA. The theoretical framework included discussions about laws 10.639 (2003) and 11.645 (2008), which changed the Law of Guidelines and Base for National Education (LDB) No. 9394 (1996) and Ana Mae Barbosa's Triangular Proposal. The methodological steps used in the research are of a qualitative, descriptive, bibliographical and documentary approach, where we carry out a literature review in articles and books by authors who discuss the proposal of Education for ethnic-racial relations in art classes. Thus, the data indicate that the present municipality promotes a pedagogical proposal that enables Education for ethnic-racial relations in the Art Curriculum Component, as seen in the Curriculum Matrix, in the Pedagogical Diary of Final Years, in the Reference Curriculum Document, in the Organic Law and in the Municipal Education Plan (PME). We found that Education for ethnic-racial relations in the Art Curriculum Component is being offered in Elementary School II in Cycles 4 and 5 and in their corresponding phases I and II in public schools in the Municipality of Ilhéus - Ba, implemented the prerogatives of laws 10.639 (2003) and 11,645 (2008).