Im Mittelpunkt steht eine Schülergruppe in einer der drei Musikstunden auf DVD, die sich mit dem Erfinden einer Choreografie befasst. Ausgehend von dem bildungsgangdidaktischen Konstrukt der Entwicklungsaufgabe werden die unterschiedlichen Perspektiven rekonstruiert, aus denen heraus Schüler und Lehrer die in der Aufgabenstellung enthaltenen Anreize und Schwierigkeiten wahrnehmen. / The article focuses on a group of students/ pupils in one of the music lessons on DVD, that is concerned with the invention of a choreograhy. Taking developmental tasks into consideration, It deals with the different perspectives of pupils and teacher and the related obstacles and incentives inherent in the original tasks.

Der Beitrag beschreibt (Videoaufzeichnungen von) drei Musikstunden aus der Perspektive ästhetischer Bildung. Interaktion, Argumentation und Partizipation sind die zentralen Konzepte der Untersuchung. Das Fazit lautet: Musikalische Praxis ist dann relevant für Bildung, wenn ästhetische Erfahrungen ermöglicht und gefördert werden. / The article describes (video recordings of) three music lessons from an aesthetic education perspective. Interaction, argumentation, and participation are essential concepts of the examination. The conclusion: Musical praxis is relevant for Bildung if and when it facilitates aesthetic experience.

Bibliographic and filmic analysis towards an exercise on a reconstructive hermeneutics reading of Schiller s Letters for an Aesthetic Education of Human Being connected to the communicative rationality in Habermas. This conection is processed dua to Habermas dedication of a passage on this Philosophical Discourse of Modernity to the analysis of Schiller s Letters. The prevalently analysed phenomena, besides contemplating an explanation on the Bildung, are focused also on the view of the relations of proximity between aesthetic rationality and ethical rationality. In this sense, we seek to retrieve aesthetics and art from the confinements of being traditionally considered a territory belonging to the other of reason of theory, going on to compose along with the sensitive elements and with ethicity, and another theoretical horizon . Thus, the way towards comprehensing the other involves, more then an opening within traditional rationality, an opening towards another rationality. And this not only so that the comprehension of tradition is maintained, but also for the awareness of problems in which tradition wasn t able to advance. This other rationality we here seek to approach is the aesthetical issue in its articulattive nexus with the ethical problem, in an approach that gains force within the contemporary philosophical environment. Fort such purpose we use an empirical support in the form of the movie Dead Poet Society, interpreting it as an education metaphor where the problems of traditional strictness are contrasted with the changes brought on by the approximation to the elements of aesthetic experience. Concluding, we bring forward, intending on opening a debate, the issue of the formative force of our time. / O trabalho consiste numa análise bibliográfica e fílmica, que visa um exercício de hermenêutica reconstrutiva das Cartas para uma Educação Estética do Ser Humano, de Schiller, em sua conexão com a racionalidade comunicativa de Habermas. A conexão se processa, pois no seu Discurso Filosófico da Modernidade Habermas dedica uma passagem à análise das Cartas de Schiller. Os fenômenos prevalentemente analisados, além de contemplar uma explanação da Bildung, são enfocados também pelo viés das relações de proximidade entre a racionalidade estética e a racionalidade ética. Nesse sentido, buscamos retirar a estética e a arte do confinamento de ser tradicionamente consideradas um território do outro da razão teórica, passando a compor com os elementos sensíveis e com a eticidade um outro horizonte teórico . Assim, a via para a compreensão do outro envolve, mais do que uma abertura à alteridade dentro da racionalidade tradicional, uma abertura a uma outra racionalidade. E isso não apenas para que se mantenha a compreensão da tradição, mas também para que se dê conta de problemas em que a própria tradição não conseguiu avançar. Essa outra racionalidade que aqui buscamos tematizar é a questão estética em seu nexo de articulação com o problema ético, numa abordagem que ganha força dentro do ambiente filosófico contemporâneo. Para isso lançamos mão de um suporte empírico, o filme Sociedade dos poetas mortos, interpretando-o como uma metáfora educacional onde os problemas da rigidez da tradição são postos em contraste com as mudanças geradas pela aproximação dos elementos da experiência estética. Por fim, com a intenção de abertura ao debate, coloca-se a questão da força formadora em nossa época.

Made available in DSpace on 2014-08-20T13:31:41Z (GMT). No. of bitstreams: 1 Ana Manuela Farias Regis_Dissertacao.pdf: 32148595 bytes, checksum: 79af8f10ff9be353ea3e94465f2a53a9 (MD5) Previous issue date: 2013-12-16 / This study is part of a research developed in the Visual Arts Postgraduate Program/ Master's degree of the Arts Center of the Federal University of Pelotas/ RS, in order to analyze how art teaching makes possible to question art as a form of expression. This study considers art as a body-subject relationship, using as methodology collective creation workshops, which confront the clutter that creating provides, make possible to poeticization the tiny, the anodyne, the garbage, the ordinary and what is not important in everyday life. Through the creation of poetic images is possible to work the unreasonable (Meira, 2007), the sensitive, therefore approaches to the craft. The author participated in the group exposing her trajectory, which identifies with the other participants of the workshops, composed mostly by students of Education and by artisans cooperative enterprises, without higher education. After concluding the Textile Art I/ II disciplines, the author realized that the craft was also part of her training as a teacher and artisan, so allowed to share her experiences in meetings. This way, the author understood the constitution of the body-subject when working with plots, lines and drawings. This study is based on works such as "Design + Craft: The Brazilian Path" of Adélia Borges, which presents a brief history of brazilian handicraft; "The Craftsman" and "Together", present the construction of what is the craft, under the gaze of Richard Sennett; from the aesthetic education standpoint, the author uses the work of Marly Meira: "Philosophy of Creation - Reflections on the meaning of the sensitive"; "Phenomenology of Perception" of Maurice Merleau-Ponty; "The sense of the senses: the sensitive education" of João Francisco Duarte Júnior, and "Emotions and language in Education and in Politics", of Humberto Maturana, who makes an analysis from the perspective of the sensitive being. / Este estudo faz parte de uma pesquisa que se desenvolveu no Programa de Pós-Graduação em Artes Visuais/ Mestrado, do Centro de Artes da Universidade Federal de Pelotas/RS, cujo objetivo é analisar como o ensino da arte possibilita problematizar a arte como forma de expressão. Este estudo considera a arte em uma relação corpo-sujeito, utilizando como metodologia a realização de Oficinas de Criação Coletiva, que confrontam a desordem que a criação traz, tornam possível a relação que poetiza o minúsculo, o anódino, o lixo, o vulgar, o sem importância de todo o dia. Por meio da criação de imagens poéticas, pode-se trabalhar o descabido (Meira, 2007), o sensível, razão pela qual se aproxima do artesanato. A autora participou do grupo trazendo sua trajetória, o que a identifica com os participantes das oficinas, constituídas, em sua maioria, por alunos em Pedagogia e por artesãs cooperativadas, sem formação superior. Após cursar as disciplinas de Arte Têxtil I e II, a autora percebeu que o artesanato também fez parte de sua formação como professora e artesã, possibilitando que compartilhasse suas vivências e experiências nas tramas. Dessa forma, foi possível compreender como se constitui um corpo-sujeito, quando trabalha-se com tramas, linhas e desenhos. O estudo fundamentou-se em obras como: Design + artesanato: o caminho brasileiro , de Adélia Borges, que apresenta uma breve história do artesanato no Brasil; O Artífice e Juntos , que apresentam a construção do que é artesanato sob o olhar de Richard Sennett; e sob o olhar da educação estética, a autora traz Marly Meira, com seu trabalho Filosofia da Criação. Reflexões sobre o Sentido do sensível ; Maurice Merleau-Ponty com Fenomenologia da Percepção ; O sentido dos sentidos: a educação (do) sensível , de João Francisco Duarte Júnior; e Emoções e linguagem na educação e na política , de Humberto Maturana, que analisa sob uma ótica do Ser sensível.

Submitted by Leda Lopes (ledacplopes@hotmail.com) on 2017-08-09T15:36:23Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Paula_Weber_Dissertação.pdf: 11400276 bytes, checksum: 9436552e05475685e8bbd7d5c0337e09 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-08-10T20:51:42Z (GMT) No. of bitstreams: 2 Paula_Weber_Dissertação.pdf: 11400276 bytes, checksum: 9436552e05475685e8bbd7d5c0337e09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-08-10T20:52:34Z (GMT) No. of bitstreams: 2 Paula_Weber_Dissertação.pdf: 11400276 bytes, checksum: 9436552e05475685e8bbd7d5c0337e09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-08-10T20:54:47Z (GMT). No. of bitstreams: 2 Paula_Weber_Dissertação.pdf: 11400276 bytes, checksum: 9436552e05475685e8bbd7d5c0337e09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-30 / A dissertação Livro das Inquietações: Experiências Singulares no Ensino do Design, vinculada ao Programa de Pós Graduação em Artes Visuais do Centro de Artes da Universidade Federal de Pelotas (UFPEL), objetiva construir uma estratégia teórico metodológica de abordagem qualitativa que considere as experiências singulares de alunos durante estágio docente na disciplina Identidade Visual do Curso de Design Digital da UFPEL. Em um primeiro momento é realizada revisão bibliográfica acerca das narrativas educacionais naturalizadas por muitas instituições de ensino; a seguir se investiga questões relativas à educação estética, aos saberes sensíveis, às experiências singulares e à cultura visual; na sequência abre-se o debate acerca do design enquanto profissão neutra e/ou autoral para, enfim, apresentar panorama sobre o ensino do design no Brasil e descrever o projeto pedagógico do curso em questão. Em um segundo momento, quinze projetos de identidade visual desenvolvidos pelos alunos da disciplina Identidade Visual são organizados de acordo com modelos de autoria em design (ROCK, 1996) e analisados enquanto “Experiências em Evolução” (DEWEY, 2010). O que se pretende é que a articulação entre a proposta de ensino, denominada Projeto Marcas de Si, e as experiências vividas pelos alunos e deflagradas a partir do estímulo da cultura visual contribua com a criação e desenvolvimento de projetos de design autoral mais sensíveis e conscientes. / The dissertation named “Unquiet Book: Singular Experiences in Design’s Teaching” is linked to the Visual Arts Graduate Program, at the Arts Center of the Federal University of Pelotas (UFPEL), and aims to build methodological and theoretical strategies of qualitative approach by considering the unique experiences of students during the teaching internship at the Discipline of Visual Identity, from UFPEL’s Design Digital Course. At first, this work performs a literature review about the educational narratives by many education institutions; after that, it investigates issues related to aesthetic education, sensitive knowledge, singular experiences and visual culture; at a following moment, it opens up a debate about the design like a neutral and/or authorship profession, to finally present a panorama of the teaching of design in Brazil and describe the pedagogical project of the course in question. In a second stage, fifteen visual identity projects, developed by students of the Visual Identity’s Discipline, are organized according to models of authorship in design (ROCK, 1996) and analyzed as “Experiences in Evolution” (DEWEY , 2010). This research’s aim is that the relationship between the teaching proposal, called Self Marks Project, and the student’s experiences, stimulated by visual culture, contribute to the creation and be able to develop a kind of sensitives and self-conscious design projects.

Submitted by Leda Lopes (ledacplopes@hotmail.com) on 2017-08-10T13:23:25Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Roberta_Mendes_Machado_Dissertação.pdf: 5912017 bytes, checksum: a5807b9ffd3c9871d748cdf2543c0a1d (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-08-10T21:04:15Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Roberta_Mendes_Machado_Dissertação.pdf: 5912017 bytes, checksum: a5807b9ffd3c9871d748cdf2543c0a1d (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-08-10T21:05:16Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Roberta_Mendes_Machado_Dissertação.pdf: 5912017 bytes, checksum: a5807b9ffd3c9871d748cdf2543c0a1d (MD5) / Made available in DSpace on 2017-08-10T21:13:09Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Roberta_Mendes_Machado_Dissertação.pdf: 5912017 bytes, checksum: a5807b9ffd3c9871d748cdf2543c0a1d (MD5) Previous issue date: 2016-03-29 / Esta pesquisa está relacionada aos processos pedagógicos que cercam a imagem e a experiência estética no ensino das Artes Visuais. Propõe-se a problematizar aspectos atinentes às imagens da arte, da mídia, de campanhas publicitárias, de revistas, da Internet, enfim, imagens e artefatos visuais, observando de que maneira estas constituem, transformam, movimentam e determinam processos de identificação em direção a transformações pessoais e docentes. A abordagem conceitual fundamenta-se na Educação Estética, Ensino da Arte e Cultura Visual, perpassando pelos Processos de Identificação e suas possíveis transformações através de imagens. A pesquisa foi desenvolvida com 18 alunos do curso de Licenciatura em Pedagogia, em sua maioria, e do curso de Arquitetura e Urbanismo, da Universidade Federal de Pelotas / UFPel, no espaço de pesquisa construído em uma disciplina optativa da Licenciatura, denominada Linguagem em Artes e Comunicação. Possui como questões de pesquisa verificar os possíveis efeitos da imagem nos processos de identificação do grupo em questão; averiguar como se apropriam, transformam, produzem imagens e as contextualizam para construir significados e sentidos para a própria história. Realizou-se uma reflexão acerca dos possíveis encontros entre a visualidade - o olhar atravessado pela cultura visual -, e os processos de identificação a ela vinculados, pesquisando as relações entre artefatos visuais e observadores. Como aporte teórico, destaco os autores Fernando Hernández (2000; 2007), Maffesoli (1996; 2000), Duarte Jr. (2000), Dias e Irwin (2013), Martins e Tourinho (2009; 2011; 2012), Marly Meira (2007), Nicolas Bourriaud (2009), John Dewey (2010) e Jorge Larrosa (2002). Espera-se que este estudo contribua para a compreensão, o esclarecimento e a reflexão sobre os processos pedagógicos em arte, que cercam a experiência estética e os processos de identificação na formação de professores, processos tais que permitiram não só ratificar a importância assumida aos envolvidos, mas também para os educadores em geral, para o ensino de arte e para a vida. / This research related to pedagogical processes surrounding the image and aesthetic experience i the teaching of Visual Arts. It is proposed to discuss aspects related to art images, media, advertising campaigns, magazines, the Internet, etc., in short, visual images and artifacts, observing how they build, transform and determine identification processes in teacher training toward personal transformation and their formations. The conceptual approach is based on the Aesthetic Education, Art Education and Visual Culture, passing by identification processes and their possible transformations by images. The research was developed with 18 of Bachelor’s Degree in Education, in most cases, and the Architecture and Urbanism Degree of the Federal University of Pelotas / UFPel in a research opportunity during an elective discipline, called Language Arts and Communication. One of the research questions is to check the possible effects of the image in the process of group identification in question; find out how they appropriate, transform, produce images and contextualize to build meanings to their own history. A reflexion was held about the possible meetings between visuality and identification processes linked to it, researching the relationship between visual artifacts and observers. As a theoretical framework, I point out the authors Fernando Hernández (2000; 2007), Maffesoli (1996; 2000), Duarte Jr. (2000), Dias e Irwin (2013), Martins and Tourinho (2009; 2011; 2012), Marly Meira (2007), Nicolas Bourriaud (2009), John Dewey (2010) and Jorge Larrosa (2002). It is hoped that this study contributes to the understanding, clarification and reflection on the pedagogical processes in art surrounding the aesthetic experience and identification processes in teacher education, a process which allowed not only confirm the importance they have assumed for involved, but also for educators in general, for the teaching of art and life.

A presente pesquisa discute as contribuições do pensamento filosófico-estético e pedagógico de Rudolf Steiner (1861-1925) e da Rítmica de Émile Jaques-Dalcroze (1865-1950) para os processos de ensino-aprendizagem em Música no contexto escolar, especialmente no período compreendido entre 7 e 14 anos de idade. A partir da pesquisa bibliográfica dos textos de ambos os autores, abarcando conferências, publicações e artigos, o trabalho consistiu, primeiramente, em sintetizar alguns conceitos fundamentais para a Antroposofia, ciência do espírito que Rudolf Steiner elaborou no início do século XX, como ampliação do campo de conhecimento das ciências naturais. Steiner adota a cosmovisão de Goethe e Schiller, bem como seu método cognitivo contemplativo, como alternativa ao materialismo mecanicista do pensamento cartesiano. O estudo revela a correspondência entre os pensamentos de Rudolf Steiner e Émile Jaques-Dalcroze em muitos aspectos, comprovando a hipótese da possibilidade de um fecundo diálogo e mútua complementação entre os dois contemporâneos. Dalcroze, em sentido inverso ao de Steiner, parte da observação e da intuição sobre sua experiência prática como docente de Música, compositor e intérprete, para a elaboração de uma filosofia estético-pedagógica. Dalcroze criou a Rítmica como um método ou um caminho para o desenvolvimento de uma escuta criativa, com o corpo inteiro, encontrando a musicalidade na expressão gestual e no movimento corporal. Ambos os autores apresentam uma concepção expandida de ritmo como princípio que urde toda a vida e toda arte, essencial a todo o processo educativo. Eles ainda trazem múltiplas contribuições importantes para a reflexão sobre a prática pedagógica em Música na atualidade, especialmente no tangente à arte de educar pelo ritmo, em que a improvisação e o aspecto lúdico potencializam a expressão criativa em aula. A dialética entre liberdade e estrutura, integrando escuta e corpo pela respiração e o movimento, e a concepção integrada das artes, como processos estésicos e poiéticos complexos, estendem a sua importância à apreciação dos repertórios modernos e pós-modernos na Educação Musical contemporânea. / This research discusses the contributions of Austrian philosopher Rudolf Steiner\'s (1861-1925) philosophical, aesthetic and pedagogical thought and of Austrian-Swiss musician, composer and music educator Émile Jaques-Dalcroze\'s (1865-1950) Eurythmics to the Music teaching-learning process in elementary and secondary school, especially concerning children between 7 and 14 years of age. Based on bibliographical research comprehending original texts - papers and books - and conferences, this work aims at, first of all, providing a synthesis of some concepts that are fundamental to Anthroposophy - a spiritual science founded by Rudolf Steiner at the beginning of the XXth. century and intended to be an expansion of natural science\'s scope of knowledge. Steiner adopts Goethe\'s and Schiller\'s artistic cosmovision and their cognition method, founded on contemplative observation of nature, as an alternative for the mechanical philosophy of Cartesian materialism. The study shows the many matching aspects of Steiner\'s and Dalcroze\'s thoughts, showing that it is possible to establish a prolific and mutual complementary dialogue between these two contemporaries, given that the latter followed the inverse path of the former toward his aesthetic and pedagogical philosophy, taking as starting point an intuitive approach of his own practical experience as Music teacher, composer and performer. Dalcroze created the Eurhytmics as a method or way to develop creative listening with the whole body, finding musicality in gestural expression and body movement. Both authors present an expanded conception of rhythm as the essence of life, that which unites all the arts and should be a component of every educational process. They also bring great contributions to the consciousness about pedagogical practices in Music at present, specially concerning the art of education through rhythm, taking improvisation and its playful nature as resources to enhance the creative expression in class. The dialectics between freedom and structure, integrating listening to the body as a whole through breathing and movement, as well as their integrated conception of Arts as a complex aesthetic and poetic process expand its importance toward the appreciation of modern and postmodern repertoires in the contemporary Musical Education.

Experienced by thousands of children every year, professional theatre for young audiences TYA) is still a relatively new and understudied phenomenon in Canada. The purpose of this research has been to learn why teachers bring their students to the theatre, specifically Young People’s Theatre (YPT), and to determine how these connect to the perceptions of those who work at and with the theatre. In order to understand the complexities of the impetus to bring students to YPT, the limitations and successes teachers encounter in doing so, this ethnographic study was situated at the intersection of spatial and curriculum theories and has included surveys, interviews and participatory observation. This research provides greater understanding of the challenges and benefits of including theatre-going in one’s educational repertoire. These new insights contribute to contemporary scholarship on aesthetic education and arts-based community building and provide opportunities for further research about teaching and learning through theatre.

Experienced by thousands of children every year, professional theatre for young audiences TYA) is still a relatively new and understudied phenomenon in Canada. The purpose of this research has been to learn why teachers bring their students to the theatre, specifically Young People’s Theatre (YPT), and to determine how these connect to the perceptions of those who work at and with the theatre. In order to understand the complexities of the impetus to bring students to YPT, the limitations and successes teachers encounter in doing so, this ethnographic study was situated at the intersection of spatial and curriculum theories and has included surveys, interviews and participatory observation. This research provides greater understanding of the challenges and benefits of including theatre-going in one’s educational repertoire. These new insights contribute to contemporary scholarship on aesthetic education and arts-based community building and provide opportunities for further research about teaching and learning through theatre.

Der Artikel stellt eine musikdidaktische Perspektive dar, die ihren Ausgang bei der Frage nimmt, ob und wie Musik im Musikunterricht erscheint, sofern das Phänomen Musik nur in erfüllter Praxis erscheint. Erfüllte Praxis wird verstanden als eine gelingende Konstellation verschiedener Situationsmerkmale wie Wahrnehmungsinteressen, Themen, Vollzugs-, Interaktions- und Kommunikationsweisen der beteiligten Personen. Nach einer erfahrungsbezogenen Einleitung wird im ersten Abschnitt der Praxisbegriff als Dreh- und Angelpunkt der musikdidaktischen Theorie und auch Videographie dargestellt. Im zweiten und dritten Abschnitt werden ästhetische Praxis und kulturelle Bedeutung als allgemeine Form und inhaltliche Konkretisierung erfüllter Praxis dargestellt. Zweimal vier Kriterien für die Analyse und Gestaltung von erfüllter Praxis im Musikunterricht (=SchulMusik) werden ausgewiesen und mit den gemeinsamen Videos des Symposions und des Buchs veranschaulicht. Über den deskriptiven Kern des Artikels hinaus, der auf normative Setzungen verzichtet, wird in einem Exkurs ein musikdidaktisches Modell „Musikpraxen erfahren und vergleichen“ entworfen. / The article constitutes an approach on music education, which takes its starting point from a question: Does music appear in music lessons and how, assuming the phenomenon music appears in fulfilling praxis only. Fulfilling praxis is defined as a meaningful constellation of different characteristics, such as the attitude of perception, the topic, the ways of action, interaction and communication of the participating people. The introduction leads from observations in school settings to the keypoints of music didactics, focusing on three different scientific parts of the related issues. Part one portrays “praxis” as the key issue connecting different theories ranging from epistemology to videography. Part two and three depict aesthetical praxis as general form and culture-related meaning as specification of fulfilling musical praxis. Two times four criteria identify aesthetical and cultural aspects of fulfilling musical praxis in the classroom (=SchoolMusic) and are illustrated by the joint music lessons on DVD, which are appended to the book. While the main emphasis of the article is descriptive and does not aim for normative purposes, an excursus drafts a model of music education called “Experiencing and comparing different kinds of musical praxis”.