02. Unidade Acadêmica de Educação a Distância e Tecnologia (UAEADTec)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2876
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10 resultados
Resultados da Pesquisa
Item Impactos de uma intervenção fotográfica na disciplina de artes no ensino médio(2024-01-31) Silva, Carmendelia Lucas da; Lima, Felipe de Brito; http://lattes.cnpq.br/0144075272556954As part of Arts teaching in High School, the use of photography has demonstrated a significant impact on students' intellectual and artistic development. This is because it offers a dynamic and innovative environment that allows for creative expression and social reflection. This research aims to investigate the impacts of a photographic intervention in the High School Arts discipline, aiming to understand how this innovative approach influences student engagement, the development of their creative and expressive skills, as well as related socio-emotional aspects. Based on the specific objectives, which are: to investigate how photographic intervention contributes to the development of students' creativity, analyzing its effect on the development of students' self-confidence; identify the challenges and barriers faced by teachers when implementing photography intervention, as well as effective strategies to overcome them. The theoretical framework included discussions about a brief study on arts teaching throughout history. The importance of teaching arts in high school was also discussed. We also have technologies and media in arts teaching, especially today when young people are entirely connected to technologies. The introduction of projects and activities such as the use of photography in the classroom, thus involving the student, was also mentioned. And concluding the theoretical reference we have the subject of the challenges faced by teachers when implementing photographic intervention, and what strategies were adopted. The methodological procedures adopted consisted of a bibliographical review of the subject and also field research during the internship period, in a 1st year high school class, I adopted the method of an expository and practical class, followed by an analysis of the results. Based on the results and discussions presented, it is considered that the effects of a photographic intervention in the Arts subject in high school are broad and varied. It not only improves student learning, but also prepares them to become reflective, creative, and culturally aware citizens.Item Os espelhos da aprendizagem: espaços de exposições para a produção dos estudantes montados em escolas da educação básica(2023-12-21) Souza, Saulo Batista de; Lima, Felipe Brito de; http://lattes.cnpq.br/0144075272556954; http://lattes.cnpq.br/5331625705702510It is necessary to make the students find autonomy for cultural production. For that reason, this research is about the creation of art exhibitions using students' works in Basic Education Schools. So this research has the objective: describing the practice and the impacts of these exhibitions in Middle School classes in three schools (one from the state of Pernambuco, other municipal and a private one). This action-research collected data using the diary of the researcher and interviews with some students and one teacher. The reflections were done by Mendonça (2009) and Martins (2006): cultural mediations; Larrosa (2018) experience in classes; Barbosa (2014): Triangular Teaching Approach; BNCC and Yunes (2003), Langlade (2013), Rouxel (2013): Subjective Reading. Art exhibition is a powerful strategy to approach the students of cultural events and Art classes activities and it avoids their own-poetics.Item Metaverso e Arte-Educação: O uso da ferramenta Spatial no ensino de artes(2023-11-20) Santos, Rafaela Pereira dos; Lira, Rafael Pereira de; http://lattes.cnpq.br/4601784121439123In this study, we investigated the integration of the Metaverse as an innovative technological tool in the enhancement of education. Our objective was to propose educational content that utilizes the Metaverse for the teaching of arts. The theoretical framework addressed changes in education due to the COVID-19 pandemic and the increasing integration of technologies in the teaching-learning process. The methodology included a visit to a virtual museum, showcasing the exhibition by the Recife artist Jeff Alan, and the collection of responses to a questionnaire from current and future teachers, allowing them to share their insights about the visit. The research results indicate a positive receptivity to the use of the Metaverse as a pedagogical tool, as well as its potential as a means of artistic promotion. Based on the obtained results, it was found that the Metaverse holds considerable potential to enrich education and foster comprehensive discussions on the integration of technologies in education.Item Jogos digitais na educação: como o Scratch pode auxiliar no ensino de arte(2023-12-11) Almeida, Nicolli Camili dos Santos; Lira, Rafael Pereira de; http://lattes.cnpq.br/4601784121439123This research aims to propose an educational action using Scratch to aid the art learning process. The theoretical framework included discussions about how digital games are found in the BNCC (National Common Curricular Base) and PPC (Curricular Pedagogical Proposal) of Pernambuco, the relationship between games and art teaching, the role of the teacher, interdisciplinarity and the Scratch platform. The methodological procedures adopted consisted of a bibliographic review carried out by Google Scholar and Portal de Periódicos Capes, carrying out a workshop using the educational tool Scratch, using the questionnaire and conducting interviews with participating students, focusing on student perceptions. The data obtained indicates that there is potential personal and educational development when engaging in games, through solving challenges and problems, and improving solutions during the creation process. Based on the results and discussions presented, they encourage the evolution and continuity of game-based education, as students played an active role in solving problems, boosting and making the learning experience more meaningful.Item Arte-educação: uma história de luta e resistência(2023-12-18) Barbosa, Josivaldo Nunes; Torres, Niedja Ferreira dos Santos; http://lattes.cnpq.br/3501803097646190This research aims to discuss structural problems in the work of art educators, without specific training, with a view to reflecting on the impacts on Basic Education. Based on these impacts, teaching methodologies were investigated that discuss problems regarding the training of art educators, the lack of interest of public bodies in teaching visual arts and hiring them, and the lack of teachers licensed in the arts. The methodological procedure adopted consisted of qualitative research using instruments in the form of structured interviews, there were questions from the interviewees, thus, a semi-structured interview was used, which left the interviewees at ease and had greater scope in the proposed results. The interviews were with managers or pedagogues, teachers, in three schools (one state, one municipal and one private) in the city of Petrolina-PE, addressing questions directed to the research objectives, as an investigative way so that we can provoke public authorities, society , teachers for this lack of arts teachers in basic education, as art has the power to develop the potential of human knowledge at all stages of life. To support the research, theories of assumptions such as Ribeiro (1993) and Pinto (2015), Barbosa (1989), Moura and Rocha (2010) and the BNCC (2018), Vieira, Gonçalves, Henrique (2018), Oppitz ( 2017), Lippo (2021). The assumptions raise questions relevant to those addressed in the research. These were the data collected in the interviews: untrained arts teachers teaching classes, lack of public competition, devaluation of arts professionals, arts classes as a complement to other subjects or a “filler”.Item História em quadrinhos: sua utilização em disciplinas de artes(2021-08-25) Lima, Iracema; Barros, Lilian Débora de Oliveira; http://lattes.cnpq.br/2102439803472317This research aims to analyze the contributions of comics in the arts disciplines. The theoretical framework includes discussions about comics as a communicational artistic expression and its applications in the field of education, in various disciplines and in literacy. The main researchers approached are: Rama and Vergueiro and Santos and Waldomiro. The methodological procedure adopted was, in addition to the bibliographic research, a questionnaire sent to Art teachers with questions about the use of comics in the classroom. in their classrooms. We believe that the discussions proposed from this research can contribute for teachers to start using comics more in their lesson plans and that they will collaborate in a more significant way for the students' learning.Item Percepções sobre o ensino interdisciplinar de artes: relatos de uma prática pedagógica(2023-10-23) Tenório, Lais Aparecida Martins; Silva, Charles Ricardo Leite da; http://lattes.cnpq.br/2664342528760612; http://lattes.cnpq.br/0452638254462177This research aims to understand the links between Arts and Science, in addition to reflecting on the possible dialogues that result in the teaching of Arts. The theoretical framework included discussions about the fact that there are countless possibilities to include technologies in the classroom, but in order to have meaningful learning, teachers need to plan better classes, directing students to assimilate the methodology of the class and the objectives to be addressed. achieved. The adopted methodological procedures consisted of establishing a parallel between investigation and evaluation proposed in this study, being divided by stages: the first was to know the methodological theoretical framework related to the theme, then reflection of knowledge and reality, then construction of a discussion critical and reflective. The data obtained indicate the importance of the individual in the formation of his personal reflection, breaking with the role of traditional teaching of Arts, where teachers are the only holders of knowledge. In bringing Science and the Arts together, it is important to know each field and, from then on, seek another dimension of thought that can identify the points that converge and diverge, bring to light what is behind each discourse, method or theory, in order to better understand each of the fields to know how to understand and articulate them in the current social and technological context.Item Tecnologias mobile no ensino de Artes para estudantes surdos(2023-05-25) Carmo, Clessiane Silva do; Santos, Viviane Carmo dos; Silva, Charles Ricardo Leite da; http://lattes.cnpq.br/2664342528760612; http://lattes.cnpq.br/5246105586168825; http://lattes.cnpq.br/6611025423853493This research aims to investigate how mobile technologies can contribute to the learning of Arts by deaf children, based on analyzes of how teachers use digital technologies in teaching Arts. The use of mobile technologies such as: FlipaClip, MediBang, Paint, Google Arts & Culture and Estúdio Motion was considered. In addition to the application of these tools in Arts activities with deaf students, and verification of the benefits of this use. Theoretical framework included discussions about the need for schools to adapt to meet deaf students, the importance of knowledge of Arts, the various contexts that applications can be used in teaching Arts and about considering the student's context as a condition for the Arts education can promote authentic intellectual experiences. Methodological procedures adopted consisted of bibliographical research, interviews and class observations with deaf teachers and students of Elementary School II of a municipal public school in the State of Pernambuco. The research found that innovative educational practices, with the use of mobile technologies, contribute positively to the teaching and learning of deaf studentsItem O ensino de Artes mediado por museus virtuais: a tecnologia digital na prática pedagógica(2023-04-28) Silva, Alvanir Ivaneide Alves da; Melo, Josicleide Maria do Nascimento; Silva, Charles Ricardo Leite da; http://lattes.cnpq.br/2664342528760612; http://lattes.cnpq.br/1148619985538727; http://lattes.cnpq.br/3166593694218456Throughout this course conclusion work we seek to think about the teaching of Arts, mediated by digital technologies, more precisely, by virtual museums, which through the internet have made it possible for diverse arts collections to be accessed in the classroom. In this context, they can provide Arts teaching, based on the interdisciplinarity of formal and non-formal teaching spaces and experimenting with the use of digital tools as a space for learning development. Therefore, the theoretical framework included discussions about the relationship that can be measured between pedagogical practice and museums, the teaching of Arts, Semiotics and media resources. The methodological procedures adopted consisted of the selection of five national museums that have virtuality and the analysis of one of them, in this case, the museum of memes, as it made it possible to work on the theme of semiotics in the classroom in a more timely manner. Based on the results and discussions presented, it is considered that the use of memes through the virtual museum can provide a playful learning space focused on understanding the messages contained in the images.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.