-
ALINE LIMA DOS SANTOS
-
THEATRICAL GAME AND AFRO-INDIGENOUS IDENTITY: valuing ancestry in the municipality of Mamanguape, PB
-
Fecha: 19-dic-2023
-
Hora: 14:30
-
Mostrar Resumen
-
Acknowledging the history of struggle and miscegenation from the settler to the indigenous until reaching the black African brought to slave labor in Mamanguape, PB, we seek to study their ancestry in Paraíba by researching the elements that reinforce the Afro-indigenous identity, as well as that of the sugarcane cutter with regard to the students, seeking to facilitate this knowledge about the intangible heritage of Mamanguapense from Theatrical Games in a process of resumption of these ancestral knowledge pertinent to Art classes, which is a unique space for the strengthening of these cultural identities. We seek the process of who we are and how far we have come in the face of a land that has been colonized and devastated in its local knowledge, in its unique trajectory in the State of Paraíba and also in Brazil. In this research we seek to experience and strengthen the local culture through theatrical games that use the ancestral knowledge of the students, and that result in a recognition of who we are, teachers and students, carrying out scenic experiences, in this place so particular and so collective, which is to recognize oneself as indigenous or black, seeking the strengthening of critical research subjects. Faced with these issues and the guardians (fathers, mothers or grandparents) of these students still working for the local sugar mill, it instigated us to research and reflect on the relationship of these students in this process of teaching the Performing Arts. We built dialogues of cultural knowledge with them about their cultural identities, in the face of such presence and history, which continues even today in this miscegenated working class, and these practices with theatrical games were our guiding thread in this study. Our Research Problem sought to understand 'To what extent do 6th grade students recognize their identity of struggle and knowledge from theatrical games and experiences of Afro-indigenous knowledge through the circular dances Coco de Roda and Ciranda, ancestral in Mamanguape?' In this perspective of investigation, we sought to understand our Research Hypothesis, which was to inquire: 'Is there recognition of Afro-indigenous ancestral identity among the students of the 6th grade of the Ana Cavalcante School? We used the Participatory Research Methodology whose Approach was the Qualitative and investigated, with the use of theatrical games, oral experiences and scenic performances, the intersection of the two original ethnicities, not only in Brazil, but also in the territory of Mamananguapense, in a perspective of strengthening this ancestral knowledge and referencing about its original peoples and, from there, produce theatrical games through readings of local references and dialogues with these students, relating them to their history and, at the end of the theatrical workshops held, a collective scenic construction was staged, based on the entire process elaborated by them.
|
-
SEVERINA CHARLITA BICHARA
-
THEATER OF OBJECTS: AN EXPERIENCE WITH STUDENTS FROM YOUTH AND ADULT EDUCATION (EJA)
-
Fecha: 01-dic-2023
-
Hora: 14:30
-
Mostrar Resumen
-
Theatrical practices at school contribute to valuing individualities, strengthening students' self-esteem, in addition to developing creativity and different ways of expressing themselves and communicating in the social context. Therefore, theatrical activities in basic education are fundamental for students to go through diverse experiences, in their different nuances. One of these nuances is the experience with the artistic language of Theater of Objects, whose artistic reference works with resignifications, reinterpretations, and a lot of creativity. To deal with this artistic-pedagogical reference, the objective is to investigate the possible contributions of object theater to the training of EJA students from the Odilon Ribeiro Coutinho Elementary School located in Tibiri Santa Rita-PB. The methodology adopted is qualitative research, of an interventional nature, characterized as action research, supported by the Triangular Approach Proposed by Ana Mae Barbosa (2004). The Triangular Approach consists of practices that are related to contextualization, appreciation, and art making. As investigative methodological procedures, workshops were carried out with games and theatrical exercises, reframing objects in the classroom, dialogue circles, creation of videos and photo recordings, performance of game shows, in a dialogical process and constant evaluation. The purpose of working with Object Theater with the EJA class is to explore everyday issues through stories created, based on the meanings given to objects, considering their nature, texture, function, and form; interaction and creativity in the process of reframing objects, through the production of dialogue, also making use of improvisation, through theatrical language, on different themes. At the end of the study, it was concluded that the proposed activities contributed to the students having the opportunity to experience scenic language, developing skills such as creativity, body expression, oral expression, improvisation, interactivity, exposure of activities carried out, in addition to providing moments of relaxation, combating shyness, and improving self-esteem. It is hoped that this type of work will enable, on other occasions, new experiences that continue and expand this intervention project.
|
-
ELIENE NUNES DE ALMEIDA
-
Let's play in a circle? moving and learning music
-
Fecha: 30-oct-2023
-
Hora: 14:30
-
Mostrar Resumen
-
The purpose of this research was to carry out a musical creative process with the students of the 1st year of the Hidelbrando Silva Municipal School Cabedelo. Our objective was to relate the practice and learning of music teaching to the body experience.. In this way, the research in question worked with music contents inspired by Dalcroze's methods, making a reassessment, considering the contemporaneity and the socio-political-cultural reality of the group to be researched. We used the songs of nursery rhymes for the dynamics of the classes/workshops and raised a discussion about its origin, the role it has been playing, and the function it is assigned today, and the didactic possibilities. In this sense, 10 classes/workshops were held in person, lasting 45 minutes, with the only class of the 1st year of elementary school, with all 14 students enrolled in this year/series aged between 5 and 7 years. For each class, we use a different musical song, followed by a proposal, objective and different skills to be worked on. The activities were carried out collectively, to awaken the feeling of belonging in the group, as well as guaranteeing the interaction of all, always using the songs from the children's songbook and emphasizing the music and the body in movement, using playfulness and creation. This research is participatory and the methodology is applied in nature because it was consolidated through observations of experiences at school. The object of study was the descriptive research, where the data of the 10 proposals of classes that we organized for the 1st year class chosen for the application were observed. The approach was qualitative, because in its conclusion, the entire process was analyzed and reported. As a result, we obtained the elaboration of 10 curricular proposals along with the lesson plans, for the teaching of music for the first grade of elementary school, using the nursery rhymes, and the body in motion. We also produced a video/documentary of the classes/workshops experiment in order to share the acquired knowledge.
|
-
ELIENE NUNES DE ALMEIDA
-
Let's play in a circle? moving and learning music
-
Fecha: 30-oct-2023
-
Hora: 14:30
-
Mostrar Resumen
-
The purpose of this research was to carry out a musical creative process with the students of the 1st year of the Hidelbrando Silva Municipal School Cabedelo. Our objective was to relate the practice and learning of music teaching to the body experience. In this way, the research in question worked with music contents inspired by Dalcroze's methods, making a reassessment, considering the contemporaneity and the socio-political-cultural reality of the group to be researched. We used the songs of nursery rhymes for the dynamics of the classes/workshops and raised a discussion about its origin, the role it has been playing, and the function it is assigned today, and the didactic possibilities. In this sense, 10 classes/workshops were held in person, lasting 45 minutes, with the only class of the 1st year of elementary school, with all 14 students enrolled in this year/series aged between 5 and 7 years. For each class, we use a different musical song, followed by a proposal, objective and different skills to be worked on. The activities were carried out collectively, to awaken the feeling of belonging in the group, as well as guaranteeing the interaction of all, always using the songs from the children's songbook and emphasizing the music and the body in movement, using playfulness and creation. This research is participatory and the methodology is applied in nature because it was consolidated through observations of experiences at school. The object of study was the descriptive research, where the data of the 10 proposals of classes that we organized for the 1st year class chosen for the application were observed. The approach was qualitative, because in its conclusion, the entire process was analyzed and reported. As a result, we obtained the elaboration of 10 curricular proposals along with the lesson plans, for the teaching of music for the first grade of elementary school, using the nursery rhymes, and the body in motion. We also produced a video/documentary of the classes/workshops experiment in order to share the acquired knowledge.
|
-
CRISTINA DA CONCEIÇÃO RESENDE
-
DEMARCING THE CLASSROOM: educational and creative practices based on the artistic practices of the Tabajara indigenous people of Paraíba.
-
Fecha: 20-oct-2023
-
Hora: 14:00
-
Mostrar Resumen
-
The present research called DEMARCING THE CLASSROOM: educational and creative practices based on the artistic practices of the Tabajara indigenous people of Paraíba aims to develop a teaching-learning work on indigenous art from an anti-racist and decolonial perspective, based on the Toré Dance and the graphics of the Tabajara indigenous people of Paraíba. This work aims to stimulate the development of art creations inspired by the artistic endeavors of the Tabajara people and was developed with students from the Municipal Elementary School and EJA Professora Noêmia Alves de Souza, located in the Municipality of Conde, Paraíba. Therefore, the aim is to present in a decolonial way the local culture expressed by the Tabajaras who, despite having been silenced and erased from history for more than a century, have resisted the marks of colonization, reviving since 2005 their cultural expressions such as form of political and cultural resistance. This is a participatory research with a qualitative approach in which filming, photographs, writings, conversation circles and artistic productions of the students who participated were used for data analysis, contributing directly to the realization of this work, which in addition to the intrinsic results , culminated in a dance presentation based on the Toré Dance movements and a visual arts exhibition based on graphic creations inspired by Tabajara body paintings. The results that conclude this research make it possible to understand that despite all the structural difficulties faced to develop this project, there is an urgent need for a teaching-learning process that discusses indigenous cultures, treating the issue from a decolonial and anti-racism in classes in the Art component and also in other components, in order to contribute to effective teaching that provides students with an understanding and access to narratives in an undistorted way about cultural diversity and the ways of life that exist in our country.
|
-
LILIAN KELEN SOUSA PINTO
-
New high school and Pernambuco Curriculum: Dance group Fulôres de Palco experience as resistance and permanency of art in the schoolroom floor
-
Fecha: 23-ago-2023
-
Hora: 13:30
-
Mostrar Resumen
-
This work investigates the permanence of art and dance at the Beberibe High School of reference, in the neighborhood of Beberibe, north of Recife PE, carried out throughout the year 2022. The starting point is the resistance history of the dance group Fulôres de Palco which has existed for more than ten years in the Beberibe High School , this research focused on discovering how the production of a dance show becomes an action of resistance and permanence of art in the school, facing the challenges of the art curricular component for the New High School and the Pernambuco curriculum. Data were collected from dance classes taught within the disciplines called Electives (an environment where the dance group was present at the moment of the NEM implementation), one of the pillars of the Novo Ensino Médio and the Currículo de Pernambuco that are supported in the BNCC and Normative Instruction No. 003/2021. That rules the insertion of art and other subjects in public schools in the state of Pernambuco. The research was participative and with a qualitative approach, being group Fulôres the main subject of data collection.
|
-
LILIAN KELEN SOUSA PINTO
-
New high school and Pernambuco Curriculum: Dance group Fulôres de Palco experience as resistance and permanency of art in the schoolroom floor
-
Fecha: 23-ago-2023
-
Hora: 13:30
-
Mostrar Resumen
-
This work investigates the permanence of art and dance at the Beberibe High School of reference, in the neighborhood of Beberibe, north of Recife PE, carried out throughout the year 2022. The starting point is the resistance history of the dance group Fulôres de Palco which has existed for more than ten years in the Beberibe High School , this research focused on discovering how the production of a dance show becomes an action of resistance and permanence of art in the school, facing the challenges of the art curricular component for the New High School and the Pernambuco curriculum. Data were collected from dance classes taught within the disciplines called Electives (an environment where the dance group was present at the moment of the NEM implementation), one of the pillars of the Novo Ensino Médio and the Currículo de Pernambuco that are supported in the BNCC and Normative Instruction No. 003/2021. That rules the insertion of art and other subjects in public schools in the state of Pernambuco. The research was participative and with a qualitative approach, being group Fulôres the main subject of data collection.
|
-
DIEUDES LAENIO DE SOUSA SILVA
-
Corrente-PI guitar orchestra: a case study on collective teaching in the school environment
-
Asesor : CARLA PEREIRA DOS SANTOS
-
Fecha: 22-ago-2023
-
Hora: 10:00
-
Mostrar Resumen
-
This work aimed to understand and analyze the implications of collective guitar teaching in the learning process in a School Orchestra. The empirical field of the research was a Guitar Orchestra, with an extended view to collective guitar classes, developed at the Federal Institute of Piauí, more specifically at Campus Corrente. Regarding the methodological approach, the qualitative research guided the pedagogical experiences and the operationalization of the research during the work with the Orchestra, emphasizing the subjective aspects related to human behavior and social phenomena through the Case Study. The research data were collected through observations and carrying out a work plan, recorded in a field note. The foundation and/or theoretical framework of the research was presented from two perspectives, the first that enabled the understanding of the methodology that led to the realization of activities with the orchestra, based on authors that led to the understanding of the pedagogical bases that underpin the collective teaching of guitar and, to understand the data and the musical development from the worked steps, I took as a basis the concept of cooperative learning conceived from the reflections of Johnson and Johnson (1999).
|
-
ERVETTON CARLOS ARAUJO
-
Didactic concert at school: a musical learning experience based on choral practice
-
Fecha: 20-jul-2023
-
Hora: 10:00
-
Mostrar Resumen
-
This research aims to understand and analyze how the students who work in the choir learn music from the didactic concert, elucidating musical-pedagogical aspects that permeate the choral practice and the didactic concert with regard to the learning of the students who participated in the choir of the school as a musical activity. The Escola Cidadã Integral Técnica Deputado Genival Matias, located in the city of Juazeirinho-PB, was the field covered by this work, and had as object of research the Coral Vozes da ECIT. To this end, the work carried out with the choir followed a work plan that included the entire proposal, scripting the stages of the research, as well as all the application of the relevant and organized activities for this work. In this sense, cooperative learning, based on the conception of Johnson, Johnson and Holubec (1999), was the theoretical field on which the research was based, serving as a lens to see the pedagogical, social and learning aspects of the school choir. In this way, it was through the application of musical activities related to choral singing, combined with the didactic concert, that I sought, through observations, interviews, audiovisual records, notes and direct dialogue with the students participating in the research, to explain how musical learning occurred of the students during the choral practice and the construction of the didactic concert. In this sense, the research followed the path of qualitative methodology, through a case study. In view of this, looking at the qualitative methodological path, the qualitative research helped the work of the proposal in relation to investigation, exploration and musical-pedagogical analysis, elucidating the research question, thus having instruments for the collection of data, which were the observations, dialogues, field diary notes made at each planned meeting, photographic records, videos, use of the research work plan and interviews that were carried out with the students participating in the choir, in order to assess perceptions about musical learning members of the school choir. The research brought considerations and explanations about choral practice in the school context, as well as explanations regarding the meanings of this musical practice, from the students' perspective, extracted from the data collected during the choral practice and research, respectively.
|
-
SORAYA DE SOUZA DE OLIVEIRA
-
BEYOND FAIRY TALES: THE THEATER OF THE OPPRESSED AS A METHODOLOGICAL PERSPECTIVE IN THE CONSTRUCTION OF THE CHILD'S CULTURAL IDENTITY
-
Fecha: 10-jul-2023
-
Hora: 10:00
-
Mostrar Resumen
-
The research aims to understand how the theater of the oppressed is configured in a methodological perspective in the childs reflexive process concerning their cultural identity as a reader of fairy tales, as well as their identification and strangeness of the characters of this literary genre. It investigates, therefore, if the theater of the oppressed instigates the childs reflection of the critical reading of fairy tales focusing on the strangeness of each characters characteristics and situations found in childrens narrative full of values and beliefs of European culture. The research filed of investigation took place at the Escola Municipal Nazinha Barbosa da Franca, and as for the subject of the research, they are children with ages between 08 and 12 years old, members of the schools theater group, which have been together since 2019, and they are attending the 4th and 5th grades. This research approaches the Theater of the Oppressed from a historical-critical perspective, oriented by the theoretical and methodological guidance of Augusto Boal and Paulo Freire. The qualitative nature of the research is supported by the participant observation and also through exercises, games and techniques of the theater of the oppressed, it uses as research tools the filed diary of the researcher and the students, aided by conversation circles, the texts created by children, audios and videos from the process dynamic actions, seeking to understand how the Theater of the Oppressed, as a methodological perspective, contributes to the construction of children's cultural identity, opposing the colonial reading of fairy tales. The children were provoked to perceive and list the themes that oppress them based on the critical reflection of the characters and oppressive situations. It was concluded that the Theater of the Oppressed contributes to the construction and/or strengthening of the child's cultural identities, in view of the critical reading of fairy tales expressed in the poetic and aesthetic embodiment observed in the dramaturgical creations of these children.
|
-
SORAYA DE SOUZA DE OLIVEIRA
-
BEYOND FAIRY TALES: THE THEATER OF THE OPPRESSED AS A METHODOLOGICAL PERSPECTIVE IN THE CONSTRUCTION OF THE CHILD'S CULTURAL IDENTITY
-
Fecha: 10-jul-2023
-
Hora: 10:00
-
Mostrar Resumen
-
The research aims to understand how the theater of the oppressed is configured in a methodological perspective in the childs reflexive process concerning their cultural identity as a reader of fairy tales, as well as their identification and strangeness of the characters of this literary genre. It investigates, therefore, if the theater of the oppressed instigates the childs reflection of the critical reading of fairy tales focusing on the strangeness of each characters characteristics and situations found in childrens narrative full of values and beliefs of European culture. The research filed of investigation took place at the Escola Municipal Nazinha Barbosa da Franca, and as for the subject of the research, they are children with ages between 08 and 12 years old, members of the schools theater group, which have been together since 2019, and they are attending the 4th and 5th grades. This research approaches the Theater of the Oppressed from a historical-critical perspective, oriented by the theoretical and methodological guidance of Augusto Boal and Paulo Freire. The qualitative nature of the research is supported by the participant observation and also through exercises, games and techniques of the theater of the oppressed, it uses as research tools the filed diary of the researcher and the students, aided by conversation circles, the texts created by children, audios and videos from the process dynamic actions, seeking to understand how the Theater of the Oppressed, as a methodological perspective, contributes to the construction of children's cultural identity, opposing the colonial reading of fairy tales. The children were provoked to perceive and list the themes that oppress them based on the critical reflection of the characters and oppressive situations. It was concluded that the Theater of the Oppressed contributes to the construction and/or strengthening of the child's cultural identities, in view of the critical reading of fairy tales expressed in the poetic and aesthetic embodiment observed in the dramaturgical creations of these children.
|
-
ISMALIA SALES FISCHER
-
Performing Arts and Bilingual Education
-
Fecha: 28-abr-2023
-
Hora: 10:00
-
Mostrar Resumen
-
This research aims to create dialogue between the fields of performing arts and English language learning, using two sixth-grade classes of elementary school II as the object of study. It was conducted at the municipal school of bilingual and integral education D. José Maria Pires, located in the neighborhood of Novais in João Pessoa, Paraiba. The main objective was to propose and provide classroom activities and didactic procedures that incorporate the teaching of performing arts alongside the learning of a second which is English in this case. This was achieved by studying themes from the performing arts area, including the appreciation of local and foreign popular artists. The didactic material aims to encourage gradual second language learning by relating the knowledge acquired in the arts to other disciplines. Therefore, this dissertation seeks to contribute to the development of a bilingual public school, strengthening the use of art, not only as a tool to learn a language, but as a way to appreciate art itself.
|
-
LYANE MARCELLE CAVALCANTE SANTOS
-
The Frevo and its multi-languages: a pedagogical proposal to elementary school
-
Fecha: 27-abr-2023
-
Hora: 14:30
-
Mostrar Resumen
-
The main goal of this study was to present a pedagogical proposal based on frevo in a dialogue with other artistic expressions studied in art as well as dance, theater, visual arts, besides to connect with other popular brincadeiras inserted in a cultural context of students from basic education. It was developed through a qualitative research with active observation in a classroom of the school "Colégio Municipal Humberto Barradas", located in the municipality of Jaboatão dos Guararapes Pernambuco state, with students from the 8o anos do ensino fundamental. We used the frevo for beyond the civic scholar calendar, creating possibilities to experience it in classrooms during the first semester of 2022. Using multi-languages and multi-facets from the frevo we experience the potential to study this brazilian cultural patrimony in school. As results we present a production of a courseware with exercises that involve the frevo as well creation of a frevo dance group in the school with participation of other teachers in a pedagogical project, promoting a new visibility and recognition of the research with the scholar community.
|
-
GEOSTÉNYS DE MELO BARBOSA
-
THE WORK O ROMANCE DO PAVÃO MYSTERIOZO AS A TEACHING AND LEARNING METHODOLOGY A MANUAL FOR TEACHERS
-
Fecha: 11-abr-2023
-
Hora: 10:00
-
Mostrar Resumen
-
This research investigates the cordel literature as a pedagogical support in art classes. Its main objective is the creation of a Guidance Manual for Art teachers, based on work developed with students from the 9th grade classes of fundamental education II, from the public school Marlene Alves de Mendes, in the city of Pilõezinhos, in Paraíba, using the Cordel O Romance do Pavão Mysteriozo, by José Camelo de Melo Rezende. This work also aims to promote local art, valuing popular culture and reaffirming the importance of this literary genre that is the cordel brochures. This study/experience was developed by researching the cordel literature genre, the woodcut technique, the characters from the stories and the cultural value of the cordel. It is a participatory research, with a qualitative approach, that analyzed the results from the art workshops planned in its didactic-pedagogical intervention actions. This investigation also emphasizes the importance of working with popular culture in the classroom using the stories from the cordel brochures, enabling the students to critically reflect and artistically practice, allowing them to see and interpret the world through their experiences, contributing with the teaching and learning process in artistic practices in the classroom.
|
-
ANA PAULA DA SILVA SANTOS
-
Here Dancing
Over there Singing
Over there Batucating
Overseas Im The COUNTING: Storytelling of the Afro-Alagoan Tradition Mané do Rosário
-
Fecha: 23-mar-2023
-
Hora: 14:00
-
Mostrar Resumen
-
The study elaborates considerations about the process of artistic creation developed with the students of the 5th year of the Escola Municipal Dr. Pompeu Sarmento, located in the city of Maceió/Alagoas, which sought to relate experiences of the Afro-Alagoan Mané do Rosário tradition to the context of storytelling in Theater classes. For the purpose of the theoretical discussion, assumptions of black performance were taken as a basis, nuanced in this research by the author Leda Maria Martins, as well as the philosophy of the Congolese Bunseki Fu-Kiau on African performances (singing, dancing and drumming). The aim of this pedagogical and creative experiment was to encourage the construction of student identity narratives through Afrodiasporic knowledge of the Mané do Rosário culture. It was also proposed to link practices related to cultural knowledge and actions to combat racism to Basic Education, establishing interfaces with affirmative actions linked to Law nº 11.645/2008 of LDBEN 9.394/1996, which deals with the teaching of Afro-Brazilian history and culture. Brazilian and indigenous at school.
|
-
SHIRLEY AIRES DE MEDEIROS
-
It is necessary to speak, overcoming silence and indifference: the poetic-musical experience in the fight against racism.
-
Fecha: 06-mar-2023
-
Hora: 10:00
-
Mostrar Resumen
-
The poetic-musical experience in the fight against racism served as a practical basis for the research addressed in this article. This experience was developed as mediation through pedagogical workshops whose central purpose was to raise awareness and problematize the racism that, in Brazil, discriminates and marginalizes on a large scale those with more evident African ancestry. Based on examples of the repertoire produced on the theme of black identity movements (in genres of marginal poetry, such as rap and slam) and the aesthetics cultivated by young segments of our time (the case of hip-hop culture, at the beginning of the 21st century), an attempt was made to dimension the Art curricular component (Music) observing expectations foreseen in the legal frameworks that deal with the recognition and appreciation of African and Afro-Brazilian history and culture, contributing to articulate in the curricular and institutional space an environment that stimulates the adoption of postures and actions to combat racism, supported by normative documents, among which the National Curriculum Guidelines for the Education of Ethnic-Racial Relations stand out, defined based on Law Nº 10,639/2003. The research was carried out within the scope of the Professional Master's Program in Arts in National Network (PROF-ARTES) / Federal University of Paraíba, Campus I, João Pessoa, with the participation of students from a public school, in a neighborhood on the outskirts of the capital from the state of Paraíba.
|
-
SHIRLEY AIRES DE MEDEIROS
-
It is necessary to speak, overcoming silence and indifference: the poetic-musical experience in the fight against racism.
-
Fecha: 06-mar-2023
-
Hora: 10:00
-
Mostrar Resumen
-
The poetic-musical experience in the fight against racism served as a practical basis for the research addressed in this article. This experience was developed as mediation through pedagogical workshops whose central purpose was to raise awareness and problematize the racism that, in Brazil, discriminates and marginalizes on a large scale those with more evident African ancestry. Based on examples of the repertoire produced on the theme of black identity movements (in genres of marginal poetry, such as rap and slam) and the aesthetics cultivated by young segments of our time (the case of hip-hop culture, at the beginning of the 21st century), an attempt was made to dimension the Art curricular component (Music) observing expectations foreseen in the legal frameworks that deal with the recognition and appreciation of African and Afro-Brazilian history and culture, contributing to articulate in the curricular and institutional space an environment that stimulates the adoption of postures and actions to combat racism, supported by normative documents, among which the National Curriculum Guidelines for the Education of Ethnic-Racial Relations stand out, defined based on Law Nº 10,639/2003. The research was carried out within the scope of the Professional Master's Program in Arts in National Network (PROF-ARTES) / Federal University of Paraíba, Campus I, João Pessoa, with the participation of students from a public school, in a neighborhood on the outskirts of the capital from the state of Paraíba.
|
-
KASSANDRA FERREIRA MACEDO BRANDÃO
-
A CHIL, A CELL PHONE IN HAND AND A THOUSAND IDEAS IN HEAD. The audiovisual as a resource for teaching/learning in Performing Art classes.
-
Fecha: 28-feb-2023
-
Hora: 14:00
-
Mostrar Resumen
-
The present dissertation, still in progress, proposes to analyze and problematize the use of the mobile phone devices as an audiovisual resource in classroom, as a methodological tool on teaching and learning in Performing Arts classes. The Municipal Elementary School Moema Tinoco Cunha Lima, located in João Pessoa city, on Funcionários II district, is the research scope of this paper, which interest is focused on the fifth grade class B. In this research, technology is used as a trigger for children to be creators/producers of art, making them protagonists of their activities. The aim is for students to create scripts and footage from their daily lives, using smartphones as a technological tool. Thus, this research aims to analyze the insertion and role of audiovisual elements in the teaching/learning process in an active, participatory way and providing, to the subjects involved, the individual and collective construction of meaning for the educational-artistic experience. The methodology is carried as a qualitative investigation, on the ethnographic modality with a participatory research approach, which main analysis matter will be participatory observation, note taking in a field diary, photographs, videos and reports made by the students after each stage of the creation process, evaluative group discussions such as conversation circles, script workshops, development in reading and writing and production and editing of videos.
|
-
MARIA DO CARMO BARROS ARAÚJO
-
Art Works and Visual Interpretation: Education and Gender
-
Fecha: 28-feb-2023
-
Hora: 14:00
-
Mostrar Resumen
-
This research consists in discussing the process and the application of a political-pedagogical intervention that promotes reflections about gender discourses in school from drawings, paintings and art reinterpretations created by 7th and 8th grade students on visual arts classes at the Escola Municipal de Ensino Fundamental Professor Hugo Moura, located on Padre Zé in João Pessoa/PB. Using art works by Brazilian feminist women, that make their art a critic expression about gender inequality, this discussion is brought to the classroom by the Triangular Approach of Ana Mae Barbosa, which leads us to interpreting art through the triangulation: get to know, contextualize and create. Thus, we can instigate the students to think about gender inequality and discrimination, especially the prejudices and violence generated by gender roles, considering, in addition to the triangulation, the development and exposition of the students art works, shared on digital media (Instagram), as a result of this teaching methodology. The gender discourses are contextualized in Brazil, in education and in Visual Arts. The classes and the process of artistic creation are reported to contemplate the teaching practice itself and to perceive the process as a political-pedagogical intervention. Concomitantly, we consider the gender discourses regarding the exposition and reflect about the produced works expressiveness about gender inequality. Art is used as a learning tool to discuss gender issues. The intent of this qualitative research is to contribute with the growth of conscious and critical beings, able to acknowledge theirz roles in the world as active people who can think and transform what surrounds them, and emphasize the schools crucial role in the confrontation of gender issues.
|
-
CASSANDRA ELIANE FIGUEIRÊDO DIAS
-
WHAT WOULD IT BE LIKE IF IT WASN'T? THE THEATRE OF THE OPPRESSED IN SCHOOL: perspective of a transformative pedagogical proposal
-
Fecha: 28-feb-2023
-
Hora: 10:00
-
Mostrar Resumen
-
This research sought and experienced practices with theatrical games in the classroom, which can enable emancipatory pedagogical potentials for the teaching of theater in school, seeking the strengthening of critical, creative and authors of their own history. In this sense, we chose to use the Methodology of the Theater of the Oppressed, by Augusto Boal, through the technique of the Forum Theater, together with the students and students of the 8th year of the Municipal School of Elementary School Professor Violeta Formiga, of the Municipality of João Pessoa-PB, as a theoretical-methodological instrument of theater teaching with the objective of stimulating dialogue, reflection and self-recognition of the students, awakening ourselves critical awareness of their role as protagonist and subject of transformations, and as specific objectives we seek: to investigate and evaluate the contributions and challenges of this methodology and its practical exercises in the school environment; stimulate a critical vision and citizen attitude, facing the issues of daily life, through the technique of the Forum Theater; reflect and seek alternatives to interpersonal and social conflicts; teaching-learning, kind of includes citizenship as a pedagogical practice. We approach the Theater of the Oppressed articulated to the Freiriana perspectives, which brings elements to the construction of a practice of a critical-emancipatory nature. The methodology used is the participant research, with a qualitative approach, and investigative procedure and data analysis based on the Theater of the Oppressed, through techniques of the Forum Theater we hold workshops with games and theatrical exercises, open type questionnaires (at the beginning of the research and its end), dialogue wheels, making videos and recording in photos, developing participant observation, field diary records and performing a game-show, in a dialogical process and constant evaluation, seeking to investigate the contributions and challenges of this methodological approach to the students in the school environment and we try to understand the aspects that led this investigation, responding to the concern: Q singularities and questions revealed from the practices of the Theater of the Oppressed in an educational intervention in the school environment? The study opportunistized a participant observation of the behavior of the researched group in the performance of games and theatrical exercises; participation of the students in the discussions held in dialogue wheels; through the impressions placed in open-type questionnaires; in the body expressions, and in the production of collective questions placed in the spectacle-game.
|
-
MARINALVA RODRIGUES DOS SANTOS
-
Playing the Circus: experience report of a clown teacher in Art classes at Escola Aruanda (João Pessoa/PB)
-
Fecha: 27-feb-2023
-
Hora: 18:30
-
Mostrar Resumen
-
Circus in school is a pedagogical dialogue mechanism in the perspective of fortification learning in Performing Arts and a new possibility of attracting the student to the artistic make through a practice with circus culture. The present study analyzes the inclusion of circus activities in the Art discipline in Elementary Education through the action of a clown teacher. Circus practices in this project are approached as body knowledge or recognition in the face of the proposals presented through problematizations that stimulate the creative capacity of the students, discussed, explored during practical classes and dialogue circle, contributing to the formation of a critical educate, capable of acting and interacting in their social environment. Playing, body awareness, and playfulness in the circus language are equally analyzed for better development and participation of the collective in the classroom, with emphasis on rules of coexistence and minimum risks that may exist in the presented and practiced game. The objective of this work is not to exhaust the various forms of learn, but to evidence and deepen the research on the pedagogical practice of circus in the school context, signaling as yet another available path to be traveled.
|
-
BRUNO ALVES DA SILVA VASCONCELOS
-
Childhood's Narratives: a journey with the Theater Dramaturgy Experimentation Laboratory at the Padre Alípio Municipal School in the city of Porto de Pedras Alagoas
-
Fecha: 27-feb-2023
-
Hora: 10:00
-
Mostrar Resumen
-
Contemporary theater presents countless possibilities for the construction of dramaturgies. In this context, the research was carried out at the Experimentation Laboratory of Theater Dramaturgy, which is a space developed within the classroom with 24 students from the 5th year, aged between 10 and 11 years old, who seek to investigate and build textual materials that serve to the theater, having as a starting point his autobiographies and aesthetic references. In view of this, the present work brought an experience report that had as its general objective the construction of a collaborative theatrical text from the perspective of children and as specific the strengthening of belonging, protagonism, appropriation of reading, writing and their narratives . It is a qualitative research which focused on direct observation with the recording of notes, photographs and videos, in addition to the description of the stages and analysis of the constructed materials. Finally, it was observed that in view of the plurality of thoughts and imaginative richness that surrounds the children's universe, not only a text was constructed, but several short narratives made individually and in groups that where they dialogue with reality and fantasy, which in the current vision, are materials that serve for the experience of creation in theater.
|
-
ROBERLENE CAVALCANTE DE OLIVEIRA
-
DRAMATIC READING: TEACHING-LEARNING PROCESS IN BASIC EDUCATION
-
Fecha: 24-feb-2023
-
Hora: 10:00
-
Mostrar Resumen
-
This work reflects on dramatic reading as a teaching-learning process in basic education, based on Art classes in a public school in the city of João Pessoa, with a focus group of ten 9th grade students. The research aimed to analyze how the practice of dramatic reading can contribute to the enrichment of creative construction, as well as to text interpretation. The methodological approach of the study is characterized as qualitative with field research. The reflection was based on the analysis of ten workshops held in the first semester of 2022, following a triad of actions: warming up with scenic games; dramatic reading of theatrical texts brought by the class and written by the students themselves; rounds of conversations with oral debates and written records of the students' impressions of each meeting. From this, it was concluded that the practice of dramatic reading contributed to the enrichment of the creative construction and interpretation of the text, considering that, at the end of the research, greater confidence was observed among students in their potential, resulting in learning most significant.
|
