Orientador: Luiza Helena da Silva Christov / Resumo: Esta pesquisa tem como proposta compreender o processo de ensino e aprendizagem das artes plásticas no interior de uma escola de samba, destacando aspectos deste processo que se diferenciam do ensino tradicional em situações escolares. O local pesquisado foi o barracão da escola de samba Sociedade Rosas de Ouro e procurei enfocar o processo de ensino e aprendizagem da arte ali estabelecido. Para este estudo, lanço mão também de minha experiência profissional como artista plástica, professora e profissional do carnaval: escultora e pintora nos barracões das escolas de samba de São Paulo desde 1995. Para a realização desta pesquisa, participei do processo de criação e confecção dos carros alegóricos para o desfile do carnaval paulistano de 2006 na escola de samba Sociedade Rosas de Ouro como profissional do carnaval, trabalhando como pintora artística das esculturas e carros alegóricos. Escolhi a Rosas de Ouro por ser uma escola na qual trabalhei em vários processos carnavalescos, e o fato de conhecer e já ter trabalhado diversas vezes com a maioria dos profissionais do barracão desta escola me facilitou muito a pesquisa, pois já existia uma relação de amizade entre nós, já conhecia seus anseios e dificuldades enfrentadas no dia-a-dia de trabalho no barracão. Presenciei e participei todos os dias, das 10:00 h até às 20:00 h, durante o mês de dezembro de 2005 e os meses de janeiro e fevereiro de 2006, do trabalho no barracão e do processo de criação e aprendizagem que se estabeleceu entre o carnavalesco, as equipes de profissionais, assistentes, ajudantes e aprendizes. Destaco como resultados o aprendizado que ocorre com a vivência e convivência entre os especialistas e aprendizes no barracão da escola de samba, das tentativas experimentais do fazer, do praticar, e da improvisação, e a minha trajetória como profissional do carnaval nos barracões das escolas de samba de São Paulo como uma aprendiz da arte. / Abstract: This research has as proposal to understand the process of education and learning of the plastic arts in the interior of a samba school, being detached aspects of this process that if they differentiate of traditional education in pertaining to school situations. The searched place was the large cabin of the samba school Society Gold Roses and looked for to focus the process of education and learning of the art established there. For this study, throwing hand also of my professional experience as plastic artist, teacher and professional of the carnival: sculptor and painter in the large cabins of the schools of samba of São Paulo since 1995. I chose the Gold Roses for being a school in which I worked in some processes, and the fact to know and already to have worked diverse times with the majority of the professionals of the large cabin of this school facilitated the research very to me, therefore already a relation of friendship between us existed, already it knew its yearnings and difficulties faced in day-by-day of work in the large cabin. I witnessed and I participated every day, of 10:00 h until 20:00 h, during the month of December of 2005 and the months of January and February of 2006, of the work in the large cabin and the process of creation and learning that if established between the teams of professionals, assistants, assistant and apprenticees. I detach as resulted the learning that occur with the experience between the specialists and apprenticees in the large cabin of the samba school, of the experimental attempts of making, of practising, and of the improvisation, and my trajectory as professional of the carnival in the large cabins of the schools of samba of São Paulo as an apprentice of the art. / Mestre

abstract: In times of fast paced technology, the ability to differentiate quality differences between a reproduction and an original work of art has new urgency. The use of digital reproductions in the classroom is a useful and convenient teaching tool, but can convey visual distortions specifically in regards to texture, size, and color. Art educators often struggle to achieve a balance between incorporating the use of digital technology and fostering an appreciation for experiences with original artworks. The purpose of this study was to examine the ways in which Dewey's theory of experiential learning explains how thoroughly high school students differentiate between a reproduction and original artwork. This study also explored the influences of painting style (realistic or semi-abstract) and sequence on a student's ability to identify the differences and select a preference between the reproduction and original artwork. To obtain insight into how a student is able to differentiate between a reproduction and an original artwork, this study engaged 27 high school student participants in viewing a digital reproduction and the respective original artwork of one realistic and one semi-abstract painting at the ASU Art Museum. Analysis of qualitative and quantitative data suggests that sequence influences a student's ability to differentiate between a reproduction and original artwork. Students who saw reproductions before viewing the originals, demonstrated a more comprehensive understanding of the differences between the two presentation formats. Implications of this study include the recommendation that art educators address definitional issues surrounding the terms original and reproduction in their teaching, and consider collaborative ways to prepare students for meaningful experiences with original artworks. / Dissertation/Thesis / M.A. Art 2011

The thesis focuses on issues of aesthetic values in art education at the first grade of primary school. The theoretical parts sketch issues of art and kitsch, origins of kitsch and characteristic features of kitsch and the question of kitsch aesthetic defektivity. In the second part I focus on the problem of determining the aesthetic criteria in art education, the issue of transfer of aesthetic values and artistic-expressive qualities of children's products all of it taking into account the ontogenetic development of children's creative expression. The empirical part focuses on exploring the aesthetic value of art activities related to the teaching process in the context of ontogenetic development of the child to the first grade of primary school.

Este trabalho se constitui como uma investigação narrativa acerca dos critérios de seleção de filmes para exibição em contexto escolar, formal e informal, e das abordagens do cinema que esses critérios engendram, tendo como ponto de partida as atividades do Programa de Alfabetização Audiovisual e sua rede de professores. Por meio de entrevistas semi-estruturadas com professores da educação básica, profissionais e pesquisadores do Programa, relaciona as práxis de exibição de filmes a teorias do cinema e educação e ao conceito de momentos de intensidade do filósofo Hans Ulrich Gumbrecht. A título de organização, e a partir das narrativas dos entrevistados, foram elencadas cinco abordagens principais de exibição de filmes em contexto escolar: abordagem de evento, abordagem da crítica cultural, abordagem da produção audiovisual, abordagem de debate temático e abordagem cineclubista. As questões levantadas sobre critérios de seleção fílmica foram trabalhadas de modo a estabelecer de que formas o cinema é pensado no ambiente escolar e em projeto voltado a esse público, em seu eixo de exibição. / This work constitutes an investigative narrative about the criteria of film selection for exhibition in a formal and informal school context, and the cinema approaches that these criteria generate, starting from the activities of the Audiovisual Literacy Program and its network of teachers. Through semi-structured interviews with teachers of basic education and professionals and researchers of the Program, it relates the praxis of film exhibition to theories of cinema and education and to the concept of moments of intensity of the philosopher Hans Ulrich Gumbrecht. As a form of organization, and based on the narrative of the interviewers, five main approaches of film screening on school context has been categorized: the event approach, cultural criticism approach, audiovisual production approach, thematic debate approach and the cinema club approach. The questions raised about criteria of film selection were worked out to establish in which ways cinema is thought on a school environment and on a project aimed to this public, in its axis of exhibition.

A análise acadêmica ora apresentada reflete a pesquisa vivencial que, como investigador do Programa de Pós-Graduação em Artes da Universidade do Estado do Rio de Janeiro (em sua linha de estudos em Arte, Cultura e Cognição), aferi em aldeias Mbyá-Guarani nas cidades de Niterói e Maricá desde o ano de 2012 a respeito de sua arte em barro. Com aportes etnohistóricos da sua cerâmica ancestral, esta ação foi assim realizada por levantamento de dados tanto pré-históricos quanto históricos focados sobre si. Porém, reconhecendo a escassez de seu fabrico entre aqueles Mbyá e, paradoxalmente, que ainda existam em seu meio mostras de que os artefatos de barro permanecem memorialmente sendo importantes para esse povo, tal exame não se restringiu a conhecer apenas a morfologia desses objetos, mas procurou vislumbrar um tanto de sua simbologia e recuperar essa ocorrência prática por meio de atividades artístico-pedagógicas junto às crianças dali. Portanto, através da pesquisa-ação e do método educativo de Célestin Freinet se buscou apontar oportunidades de revitalização dentro da sociedade Mbyá dessa memória do exercício de construção oleiro e de seu devido valor às suas crianças / The academic analysis presented here reflects the experiential research that, as investigator of the Graduate Program in Arts of the State University of Rio de Janeiro (in the line of studies in Art, Culture and Cognition), was surveyed in Mbyá-Guarani villages in cities of Niterói and Maricá since the year of 2012 about its art in clay. Considering contributions from their ethnohistorical ancestral ceramic, this action has been performed by collecting data both pre-history and historical periods focused on themselves. However, recognizing the scarcity of their manufactured among those Mbyá and, paradoxically, the fact that there still has been craft samples in their society that remain being important to these people, such an examination was not restricted only to knowing the morphology of these objects, but sought to discern somewhat of its symbolism and retrieve this practical occurrence through artistic and educational activities together with the children there. Therefore, through action research and educational method of Célestin Freinet it was sought to achieve revitalization opportunities of this exercise memory of potter's construction and recognize childrens importance within Mbyá society

Conselho Nacional de Desenvolvimento Científico e Tecnológico / O presente trabalho de pesquisa trata da democracia na escola pública estadual do Rio de Janeiro. Dentro de tema tão vasto, prioriza experiências de participação política e controle do Estado pelo cidadão dentro do ambiente escolar e, especialmente, de democracia cognitiva em sala de aula. Esta dissertação é resultado da observação participante em distintas escolas públicas onde o autor lecionou. Nesses espaços, onde a atuação de professor e pesquisador coexistiram, recolheu casos e experiências significativas relacionadas à democracia ou a sua negação pelo autoritarismo, nos dois recortes acima mencionados. Aqui estão cinco destes casos. Dentre eles, em maior destaque, está uma experiência com o uso das linguagens artísticas e seus resultados na democratização da construção do conhecimento em sala de aula. Influenciado pela força deste caso e pelo potencial percebido nas decorrentes pesquisas e reflexões teóricas a seu respeito, o autor opta por empreender uma pesquisa exploratória de linguagem, conduzindo-o a experimentar uma escrita alternativa ao padrão corrente de redação científica. Com claro ímpeto ensaístico, o trabalho é desenvolvido em um diálogo entre professoras-pesquisadoras da escola pública, pretendo ao formato teatral. Para o seu enfrentamento e embasamento teórico, a pesquisa está estruturada principalmente em torno de cinco autores: Inês Barbosa de Oliveira para os estudos da metodologia do campo do cotidiano escolar; Marilena Chauí para os estudos da cultura política brasileira; Paulo Freire, Augusto Boal e Boaventura de Sousa Santos para os estudos de democracia e epistemologia / The present research deals with Democracy in the public school in Rio de Janeiro. Within a vast subject, prioritizes experiences of political participation and state control by the citizen in the school environment and especially cognitive democracy in the classroom. This thesis is the resulted of participant observation in different public schools where the author taught. In these spaces where the actions of teacher and researcher coexisted, collected cases from significant experiences related to Democracy or authoritarianism by its denial, within the two cuts above. Here are four of these cases. Among them, the most notably, is an experience with the use of artistic languages indeed their results in the democratization of knowledge construction in the classroom. Influenced by the strength of this case and realizing the potential arose in the research and theoretical reflections about it, the author decides to make a exploratory experience with the language. He tried an alternative writing replacing the formal and current standards of scientific writing. With a impetus clearly essayistic the work is developed as a dialogue between teachers of public school who are also researchers in university. The intended was become these dialogues in a play, inside drama stile. To approach this subject and build the work`s basis, the research is mainly structured around five authors: Inês Barbosa de Oliveira for a methodology in the school routine field; Marilena Chauí for studies of Brazilian political culture and Paulo Freire, Augusto Boal and Boaventura de Sousa Santos for studies of democracy e epistemology.

Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-04-17Bitstream added on 2014-06-13T20:53:51Z : No. of bitstreams: 1 quintanilha_dp_me_prud.pdf: 1256922 bytes, checksum: a8fd8a62cb6809f23767a8d48b72047c (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Este trabalho, vinculado à linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores”, teve por objetivo analisar a situação atual do ensino de Arte nas escolas municipais de 1º ao 5º ano do Ensino Fundamental de Presidente Prudente, em relação às diretrizes políticas do município e o trabalho docente, a fim de oferecer subsídios para o desenvolvimento de um trabalho de formação continuada sobre o ensino de Arte nas escolas. Participaram desta pesquisa seis escolas do município de Presidente Prudente, num total de 70 professores polivalentes e seis Orientadores Pedagógicos. Adotamos uma abordagem qualitativa com triangulação de procedimentos, iniciando o trabalho com uma pesquisa documental sobre a Legislação Federal, Estadual e Municipal sobre o ensino de Arte, juntamente com um levantamento sobre as dissertações e teses realizadas entre 2000 e 2009 no banco de teses da Capes. Em seguida, realizamos a aplicação de um questionário com perguntas abertas e fechadas com 70 professores da rede municipal de ensino e entrevistas semi-estruturadas com os Orientadores Pedagógicos das escolas participantes. Os resultados da pesquisa indicaram que a Arte na escola não será valorizada apenas por uma lei que a torne obrigatória. A Arte na escola só será valorizada se o professor polivalente, ainda que não seja o único responsável por essa aula, tenha formação suficiente sobre o assunto para agir em harmonia com o professor especialista. A pesquisa apontou para o fato de que a Arte na escola será valorizada se a direção tiver consciência de que a Arte é importante para o desenvolvimento de todas as potencialidades dos alunos e que, não sendo menos importante do que outras áreas de ensino como Português e Matemática, contribui com elas, em condição de igualdade, para a formação global do educando / This work, linked to the research Public Policies, School Organization and Teacher Training, was aimed at analyzing the current situation of teaching of Art in public schools from 1st to 5th year of Elementary School in Presidente Prudente, in relation to the policy guidelines of the city and teaching, in order to provide subsidies for the development of a continuing education work on the teaching of Art in schools Six schools in the city of Presidente Prudente have participated in this study, a total of 70 polyvalent teachers and six counselors.We have adopted a qualitative approach with triangulation of procedures, and we have started the work with a documentary research about the Federal Legislation, State and Municipal about the teaching of Art, along with a survey about dissertations and theses conducted between 2000 and 2009 in the CAPES database of theses.Then we have applied a questionnaire with open and closed questions to 70 teachers of municipal schools and semi-structured interviews with school counselors from the participating schools.The research results indicate that Art in school will not be valued just for a law that makes it obligatory.The Art in school will only be valued if the polyvalent teacher, although not directly responsible for the class in question, has sufficient training about the subject to act in harmony with the specialist teacher.The research pointed to the fact that Art in school will be valued if the direction is aware that Art is important for the development of all the potentialities of the students and that it is not less important than other areas of education, such as Portuguese and Mathematics, and it contributes to them, equally, to the overall formation of the student

abstract: This quantitative, quasi-experimental study examined the effectiveness of three types of online guided-practice activities designed to increase learning of visual art concepts, the color concepts of hue, tint, shade, value, and neutral colors in particular, among fifth grade students in a large school district in the southwestern United States. The study's results indicated that, when students were given a limited amount of time to engage in practice activities, there was no statistically significant difference among the three types of guided practice and the control group. What was effective, however, was the instructional component of this study's instruments. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2014

abstract: The issue this study addresses is the need to extend the topic of gifted art education into the multicultural realm. The purpose was to assess accommodations for gifted art students of culturally diverse backgrounds, to see how socio-economic class and culture influence identification and opportunities for gifted art students, and to identify similarities and differences among gifted art students. The research took place at five public high schools containing a high percentage of culturally diverse students around the Phoenix rural and suburban areas. Participants included five high school art teachers and five artistically talented students that each teacher identified. I conducted, transcribed and analyzed interviews with the participants. Analysis of the data has led to many themes. Teacher interviews indicated universities attended by teachers in the study didn’t touch on diversity or gifted art education, although all art teachers have had a lot of experience teaching diverse students, and reported student diversity was growing. Teachers define artistically talented students as students with natural abilities, many times looking at the students' product. Teachers recommend the students to community art classes, such as the local center for the arts, or summer college courses. Teachers vary in support, some saying they have more than enough resources and support, others saying they need more space in the classroom and smaller class sizes, or want to take students to artist studios. Results from student interviews reveal that all students in the study were self-motivated to do art everyday, two mentioning especially after a big life event, such as depression or a father dying. Participating students think of art as something beautiful and something to which they can relate, defining art very vaguely, saying it could be anything or everything. All students have future plans to major or minor in art in college or continuing creating art in their free time. Participants had supportive and encouraging art teachers and parents and had art materials readily available. Universities and high school art teachers may benefit from the study because of the need to prepare for growing diversity. Art teachers may benefit from this study by gaining a better understanding of artistically talented students of diverse backgrounds and by challenging them, and getting parents involved in supporting their child. / Dissertation/Thesis / Masters Thesis Art 2016

Made available in DSpace on 2014-06-11T19:24:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2007Bitstream added on 2014-06-13T19:11:31Z : No. of bitstreams: 1 botton_s_me_ia.pdf: 645391 bytes, checksum: 43dac616ad0d05bb9a1897c6bf361cf7 (MD5) / Esta dissertação de mestrado é uma pesquisa sobre como o contato com as artes, especificamente as artes visuais, pode interferir afirmativamente no letramento de alunos adultos, entendendo por letramento não apenas o domínio das tecnicas de leitura e escrita, mas o uso efetivo dessas competências para a realização pessoal. Para tanto a pesquisa compreende um panorama sobre a realidade de aquisição de letramento dos alunos de Educação de Jovens e Adultos(EJA), uma breve exposição das teorias de aprendizagem que incluíram a arte em seus pressuposto das atividades realizadas com os alunos, seus desdobramentos e finalizações, usando o texto escrito pelos alunos, como fundamento para as considerações finais. A pesquisa foi realizada durante as anos de 2005 e 2006 e envolveu alunos da Escola Municipal de Ensino Fundamental D. Pedro I, localizada no bairro de Vila Mariana, na cidade de São Paulo. / This paper is a research about contact with arts, specifically visual arts, can interfere affirmatively on adult students' literacy, meaning literacy not just the knowledge of reading an writing techingques, but the effective use of these abillities for personal achievement. For that the research includes a view about the reality of acquisition of literacy by students of Education of young people and adults, a brief exposition of learning theories that included art in their porposes, a chapter about the relation between art and learning, the presentation of the activities done with the students, their developments and finishings, using the texts written by students as a base for the final considerations. The research was carried through during the years of 2005 and 2006 and involved students of the Municipal School of Basic Education D. Pedro I, located in Vila Maria District, in the city of São Paulo.