Made available in DSpace on 2016-06-02T19:39:30Z (GMT). No. of bitstreams: 1 4840.pdf: 2092488 bytes, checksum: bf23fff14e3abd6a8036706b8ab527dc (MD5) Previous issue date: 2012-12-19 / Financiadora de Estudos e Projetos / This study aims to research two main areas: preliminary and in a propaedeutic way, the concept of art in its historical / philosophical trajectory according to authors and artists of significant eras to what one might call as "universal of artistic genre" from Western origin. Therefore, it was chosen not to follow an order of chronological and factual succession, unwound linearly. Initially, it was approached the conceptions of the Greek philosophers Plato and Aristotle in ancient history. Finally, we moved to contemporaneity, where various movements can be seen with a marked feature in common: the loss of work uniqueness, which comes to have various forms and possible readings. Therefore, it was found the foundation in phenomenology of Maurice MerleauPonty, and in the analysis of Pablo Picasso and Marcel Duchamp works. To present the transformations the Art suffered with the rise of the cultural industry, the thought of Adorno, Horkheimer and Benjamin was analyzed. These studies are presented in order to link the historical-social reality, producing artistic and philosophical thinking of each of those periods. The choice of these periods occurred because they are moments of rupture and consequently bring significant changes in society and arts. The second aspect of this research takes into account the reasoning of earlier developed Art concept and problematizes it, when inserting it in the school context. In this regard, initially it was made a historical survey to know the teaching of art in Brazil, and still investigated, on the one hand, the normative aspects that guided the implementation and continuity/discontinuity of Art teaching in Brazil, as well as the theoretical framework that deals with the teaching of art from the Triangular Proposal for Art Education, which aims to address its teaching based on three main axes: contextualization of the work; making art and art appreciation. On the other hand, through empirical research, it was investigated the school community of two schools, one state school and another municipal in São Carlos. It was noticed from the data collected, that the practice of teaching Art is far from the Legal norms laid down in the discipline, but also that this teaching is not contributing to the formation of high individuals as advocated by the philosophers previously studied. It was still evident that there is a mediatic culture which learners are adept of. In practice the teaching of Art is reduced to making art and the students are not getting an education that enables them to understand and appreciate art. / A presente pesquisa objetiva a investigação em dois eixos principais: preliminarmente e de modo propedêutico, o conceito de arte em sua trajetória filosófica segundo autores e artistas de épocas significativas ao que se poderia denominar como universal do gênero artístico , de origem ocidental. Para tanto optou-se por não seguir uma ordem de sucessão cronológica e factual, desenrolada linearmente. Abordaram-se inicialmente as concepções dos filósofos gregos Platão e Aristóteles no registro da Antiguidade. Feito isto, destacaram-se autores consagrados do Iluminismo europeu, tais como Rousseau, Diderot e Voltaire, nos quais se pode encontrar significativas contribuições ao conceito de Arte na Idade Moderna, bem como obras de alguns artistas deste período. Por fim, passou-se à contemporaneidade, onde se evidenciam vários movimentos com uma característica marcante em comum: a perda da unicidade da obra, a qual passa a ter várias formas e leituras possíveis. Para tanto, encontrou-se base na fenomenologia de Maurice MerleauPonty, e na análise de obras de Pablo Picasso e Marcel Duchamp. Para apresentar as transformações pelas quais a Arte passou com o surgimento da indústria cultural foi analisado o pensamento de Adorno, Horkheimer e Benjamim. Estes estudos são apresentados de forma a interligar a realidade histórico-social, a produção artística e o pensamento filosófico de cada uma destas épocas. A opção por estes períodos se deu por serem momentos de rupturas e consequentemente de mudanças significativas na sociedade e nas artes. O segundo aspecto desta pesquisa leva em conta a fundamentação do conceito de Arte desenvolvida anteriormente e a problematiza, ao inseri-la no contexto escolar. A este respeito, fezse inicialmente um levantamento histórico para se conhecer o ensino de Arte no Brasil. Investigou-se ainda, de um lado, aspectos normativos que nortearam a implantação e a continuidade/descontinuidade do ensino de Arte no Brasil, bem como a fundamentação teórica que versa sobre o ensino de Arte a partir da Proposta Triangular para o Ensino de Arte,a qual tem como objetivo abordar o seu ensino a partir de três eixos principais: contextualização da obra; fazer artístico; e apreciação artística. De outro lado, por meio de uma pesquisa empírica, investigou-se a comunidade escolar de duas escolas, sendo uma da rede estadual e outra da rede municipal de ensino do município de São Carlos-SP. Percebeu-se, a partir dos dados coletados, que a prática do ensino de Arte está distante do que é previsto na normatização legal da disciplina, como também que este ensino não vem a contribuir na formação de sujeitos elevados como era defendido pelos filósofos anteriormente estudados. Ainda ficou evidente que se tem uma cultura midiática da qual os educandos são adeptos. Na prática o ensino de Arte é reduzido ao fazer arte e os educandos não estão tendo uma formação que lhes permita conhecer e apreciar a arte.

Submitted by DANIELLE TWERZNIK CAMARGO null (danielleartes@ig.com.br) on 2017-01-16T23:39:36Z No. of bitstreams: 1 Dissert Danielle Twerznik Camargo.pdf: 3192807 bytes, checksum: 6b85b8aaec09430ff201afca7b3b2b30 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-01-19T18:48:28Z (GMT) No. of bitstreams: 1 camargo_dt_me_bauru.pdf: 3192807 bytes, checksum: 6b85b8aaec09430ff201afca7b3b2b30 (MD5) / Made available in DSpace on 2017-01-19T18:48:28Z (GMT). No. of bitstreams: 1 camargo_dt_me_bauru.pdf: 3192807 bytes, checksum: 6b85b8aaec09430ff201afca7b3b2b30 (MD5) Previous issue date: 2017-01-07 / Este trabalho foi desenvolvido a partir de observações cotidianas em sala de aula, na disciplina de Arte, nos anos iniciais do Ensino Fundamental de uma escola pública, no interior do estado de São Paulo, com enfoque nas concepções estéticas de teor heteronormativo, uma vez que se têm constatado falas preconceituosas e sexistas entre os educandos, com atitudes que se reproduzem no ambiente escolar, resultando em posturas de segregação. Daí a necessidade de se discutir tais posturas heteronormativas no âmbito escolar e de se promover, por meio de grupos operativos, mudanças em relação às referidas situações observadas pela arte-educadora e pesquisadora no cotidiano da escola. Assim, por objetivo geral buscou-se desenvolver consciência crítica e reflexiva para superar a estética heteronormativa entre os educandos. Nessa direção, apresentam-se como objetivos específicos: a) A construção e aplicação de uma Sequência Didática utilizando conceitos da Psicologia Social para formação de Grupo Operativo, propiciando a superação de modelos heteronormativos; b) disponibilizar os procedimentos efetuados, ações e orientações, ou seja, o produto integrante à dissertação deste trabalho, em um site. Sob a abordagem qualitativa, o trabalho constitui-se no entrelaçamento de três linhas de estudo, que convergem em sua ideologia e didática: a construção de grupos transformadores de sua realidade (grupo operativo); uso da metodologia em pesquisa-ação (educador fazendo parte/atuando na construção do projeto); e a busca de mudança em relação às situações heteronormativas presentes subjetivamente (relações de gênero) no ambiente escolar. É perceptível encaminhamentos na concepção da Educação Popular pelos textos de Paulo Freire que serviram de base para tal. Os resultados obtidos pela observação sistemática das percepções dos educandos apontam para avanços nas posturas de tolerância, ainda que pequenos, sendo necessário um trabalho contínuo com esta abordagem para que a prática grupal e inclusiva torne-se hábito na Educação Básica. / This work was developed based on daily observations in the classroom, in the Art subject classes on the initial years of a public Elementary School, in São Paulo state, focusing on aesthetic conceptions of heteronormative content, since it has been observed a biased and sexist speech among students, with attitudes that are reproduced in the school environment, resulting on postures of segregation. Hence the need of discussing such heteronormative postures in the school context and to promote, through operative groups, changes in relation to the referred situations observed by the art educator and researcher in the daily life of the school. Thus, the general goal of this work has been to develop critical and reflexive awareness to overcome the heteronormative aesthetics among learners. In this direction, specific purposes are presented: a) the development and application of a pedagogical sequence model using Social Psychology concepts to form an Operative Group, providing the overcoming of heteronormative models; B) provide the procedures, actions and guidelines, that is, the integral product of this dissertation work, in a website. Under a qualitative approach, this work consists in an interweaving of three lines of study, which converge in its ideology and didactics: the construction of transforming groups on their own reality (operating group); The use of a methodology in action research (educator as part / acting in the construction of the project); and the search for change in relation to a present and subjectively heteronormative situation (gender relations) in the school environment. It is noticeable referrals in the conception of Popular Education by the texts of Paulo Freire that served as base for this work. The results obtained by the systematic observation of the students' perceptions pointed to advances on tolerance postures, even it has been a small one. It is necessary a continuously work with this approach method for that practice and inclusive group to become a habit in Basic Education.

A Thesis submitted in fulfilment of the degree Doctor Educationis Faculty of Education and Social Sciences Mowbray Campus Cape Peninsula University of Technology, 2012 / This thesis uses Reflective Topical Autobiography, as an adapted interpretation of narrative methodology, to investigate the influences on the construction of the identity of an art teacher‘s identity over time. The notion of human identity, and theorists who investigate this notion, initiates the study. The concept of teacher identity, and more specifically, art teacher identity, is explored. Teacher identity is acknowledged to be an integral part of the teaching and learning process, and so meaningful teaching, and more specifically, meaningful art teaching, is discussed. Questions that arise from this discussion provide the underpinning focus of the data analysis. What influences contribute to the construction of teacher identity? What role does knowledge play? What kinds of knowledge are important? How is that knowledge acquired? In this interpretive study, which is lodged in the qualitative paradigm of research, social constructionism provides a lens through which to investigate the life and the voice of an art teacher, as an interpretation of her professional identity construction. That life, and that voice, are my own. The purpose for this investigation is to attempt to trace the influences that construct the identity of an art teacher over an extended time, through reflecting on influential people, places and experiences in the educational and professional context,. Although I acknowledge that the personal and the professional are enmeshed, emphasis has been placed on the professional in order to invite greater reader resonance. Initially, an autobiography provides the broad data, from which incidents are selected that I believe have been important influences in the construction of my own teacher identity over time. Data analysis takes the form of further deep reflection on these incidents, in order to extract their significance and meaning. The methodology of Reflective Topical Autobiography is followed, reflecting on this carefully selected data, and these reflections are underpinned with a theoretical base. The construction of my own teacher identity over time is plotted, exploring significant educational and personal experiences that have contributed to making me the kind of teacher that I am. An attempt is made to extract principles of art teacher identity construction. The thesis concludes with recommendations for teacher education, in which my work is lodged, and with further recommendations to in-service teachers. This thesis uses the metaphor of a spiral, which is a process that begins at the centre, and moves outwards in a circular line. The reason for this choice is that reflection is a process that looks back, and with experience and new knowledge, enables one to come to a new understanding of the focus. The looking back, however, is from a different place on the spiral, and may in fact be from several different places on the spiral. Thus, the looking back, or reflection from a different place, offers a different perspective of the focus. Throughout the thesis, the poem Little Gidding, one of the Four Quartets, by T S Eliot (1942), is used and interpreted through the lens of this study. The use of artefacts, and in this case, photographs and mandalas that I have made over the years, offer a form of truth, a kind of substantiation for the written word. Education in South Africa has progressed through many years of difficulty, and amended or new curricula with various foci do not seem to address the problems appropriately. Perhaps a closer investigation of the identity of the teacher, and a stronger emphasis on nurturing this identity, will help to address some of the problems that seem to result in the poor preparation, for learners, for a meaningful place in the world beyond the classroom.

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.

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

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.

<p> This is a qualitative case study using youth-based participatory action research as a model. The author views the youth-based participatory action research through both a social justice and multicultural lens. The prevalence of Eurocentric ideals in society and in the classroom are addressed and solutions on how to remedy these ideals to foster a greater sense of awareness to discrimination, encourage positive ethnic identity, and increase self-esteem are some of the issues addressed in this research. Instead of approaching the research individually, the researcher joined ranks with middle school students to help research these issues as she felt they were important in improving her practice as an educator as well as empowering the students who participated in conducting the research. Both researcher and participants worked together to inform each other and broaden awareness of issues. Some outcomes of this study included empowerment of female adolescents, awareness of when to speak up for oneself, adolescents collaborating with teachers and administration, and teachers implementing instructional strategies based on student feedback.</p><p>

O ponto de partida desse trabalho são as práticas da disciplina eletiva Tópicos Especiais em Design XV - Bambu, oferecida aos alunos de graduação da Pontifícia Universidade Católica do Rio de Janeiro (PUC-RIO), que tem como foco a utilização do bambu em construções coletivas. Esta dissertação investiga as contribuições dos brinquedos para a formação de um espaço de convivência e aprendizagem, relatando a história de uma pesquisa a partir de oficinas realizadas com um brinquedo feito de bambus e panos chamado Ciranda das Cores. Esse brinquedo foi construído na comunidade do Horto, localizada na Zona Sul do Rio de Janeiro. A brinquedoteca Volante do Horto é um dos pólos de ação do Projeto Rede Brincar e Aprender, que tem como objetivo valorizar o brincar no dia - a - dia da comunidade contribuindo para a formação solidária e harmoniosa da criança. / The starting point of this work is the practice of an optional class \"Especial Topics in Design XV - Bamboo\" offerred to the graduation students of Pontific Catholic University of Rio de Janeiro (PUC- RIO), which has the focus of using bamboo in group constructions. This dissertation investigate the toys\' contributions to in the formation of learning and co-living space, reporting the story of a research based in workshops performed with a toy made with bamboos and fabric called Ciranda das Cores (Circle of Collors). This toy was built in a \"Horto\" community, found in the South Zone of Rio de Janeiro. The toyplace \"brinquedoteca Volante do Horto\" is one of the main pole of action of the project Rede Brincar e Aprender (Play and Learn Net), which has the goal of valorizating the playing in the community day- by- day contributing to the solidary and harmonious child constitution.

<p> This is a quantitative non-random experimental study involving two ninth grade Art I classes at a California charter high school. One class is the control group while the other class is the experimental group. The control group will be taught an Everyday Aesthetics unit (EAU) of instruction focusing on traditional art vocabulary and themes. The experimental group will be taught the Environmental Significance of Everyday Aesthetics (ESOEA) using elements of a critical pedagogical teaching approach. </p><p> This initial experimental study includes three hypotheses. Hypothesis 1 is an experimental group of high school Art I students participating in the ESOEA unit and hypothesized to demonstrate a significant increase in environmental consciousness between pretest and posttest. Hypothesis 2 is a control group of high school Art I students exposed to the EAU and is predicted to demonstrate no significant increase between pretest and posttest in environmental consciousness. Hypothesis 3 is the experimental group participating in the ESOEA and hypothesized to demonstrate a significant increase between pretest and posttest regarding environmental consciousness in comparison to the control group of students taught with the EAU of instruction.</p><p>

<p> This dissertation was designed using a qualitative research mode of inquiry that utilized a mixed methodology approach. This dissertation was an ethnographic narrative study tracking eight young women who were &ldquo;aging out&rdquo; or forced to leave their orphanage in Peru, where most of them had spent a majority of their lives. The study examined the way in which a collaborative art community could support the participants as they narrated their lives over a 16-month period of time through photojournaling and social media outlets. </p><p> This study relied upon interviews, on-site observations, personal journaling, and photographing, in addition to an overall thematic analysis of the output of each of the eight participants and two nuns. From these data, six key themes emerged concerning the outcomes of each young girl&rsquo;s continuing life at the Hogar and their endeavors outside of the orphanage. The focal points of this study were community building via art making and building of personal aesthetic, community engagement, reflection on self-identity, cross-cultural art education, and shared experience via photo-art narratives and social media. </p><p> This research also examined the role of collaborative art experiences in helping these young women structure new identities and form collaborations with their peers designed to sustain them into their future lives. This dissertation studied not only the formation of singular identities but how these functioned within a collaborative identity that supported the young participants as they moved out of their orphanage and forward into the outside world.</p><p>