Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-26T15:29:20Z No. of bitstreams: 1 LarisseKalinePereiraDaCosta_DISSERT.pdf: 3208143 bytes, checksum: f092ea7bf0ba56f6e7552b9dba4a2a9d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-26T15:54:56Z (GMT) No. of bitstreams: 1 LarisseKalinePereiraDaCosta_DISSERT.pdf: 3208143 bytes, checksum: f092ea7bf0ba56f6e7552b9dba4a2a9d (MD5) / Made available in DSpace on 2017-01-26T15:54:56Z (GMT). No. of bitstreams: 1 LarisseKalinePereiraDaCosta_DISSERT.pdf: 3208143 bytes, checksum: f092ea7bf0ba56f6e7552b9dba4a2a9d (MD5) Previous issue date: 2016-07-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Esta pesquisa apresenta a rela??o entre jogos teatrais e o teatro de bonecos presente em uma pr?tica pedag?gica realizada, no ano de 2013, com uma turma de corre??o de fluxo escolar nas aulas do componente curricular Arte ? Ensino de Teatro. Como inspira??o para a execu??o deste projeto, foi fundamental o estudo da vida e obra do Mestre Chico Daniel e o seu Teatro Jo?o Redondo. Este trabalho pretende descrever e analisar um processo de ensino e aprendizagem por meio do Teatro, tendo como campo de pesquisa a Escola Municipal Djalma Maranh?o. A Pesquisa-A??o foi a linha de pesquisa social escolhida para guiar esta an?lise, pois tem como foco a resolu??o de problemas. A proposta em an?lise possibilitou que a maioria dos alunos da turma do 4? ano ?H? da EMDM pudesse se voltar para uma pr?tica teatral pautada no sistema de jogos e no teatro de bonecos, como tamb?m na constru??o de conhecimentos acerca do teatro em geral e no teatro de t?teres. Essa experi?ncia se tornou exitosa, pois mostrou que pode, atrav?s do trabalho desenvolvido com esses educandos, colaborar com as evolu??es em seus processos de ensino e aprendizagem, uma vez que se encontravam comprometidos por meio de diferentes obst?culos que assolavam essa turma. / This research shows the relationship between theater games and puppets theater present in a pedagogical practice, held in the 2013, in a group of school flow correction during the classes of the curriculum component Art - Theatre Teaching. As inspiration for the implementation of this project, it was essential the study of the life and the work of master Chico Daniel and his Jo?o Redondo Theater. This study aims to describe and analyze a teaching-learning process through Theater, having as research field the Djalma Maranh?o Municipal School. The Action-Research was the social research line chosen to guide this analysis because it is focused on solving problems. The purpose in analysis allowed most of the 4th graders, in classroom H in the Djalma Maranh?o Municipal School, to be involved in a theatrical practice based on the games system and in the puppet theater, as well as in the knowledge construction about the puppets theater and the theater in general. This experience was successful due to the fact it was able, through the work developed with these students, to cooperate with their development in the teaching-learning process which had been problematic because of different obstacles in that group.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-02T14:59:56Z No. of bitstreams: 1 JoaoMariaDosSantosDamasceno_DISSERT.pdf: 6715855 bytes, checksum: 8082c40b92b1652976f5b2e6d8b1c01f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-09T19:48:02Z (GMT) No. of bitstreams: 1 JoaoMariaDosSantosDamasceno_DISSERT.pdf: 6715855 bytes, checksum: 8082c40b92b1652976f5b2e6d8b1c01f (MD5) / Made available in DSpace on 2017-02-09T19:48:02Z (GMT). No. of bitstreams: 1 JoaoMariaDosSantosDamasceno_DISSERT.pdf: 6715855 bytes, checksum: 8082c40b92b1652976f5b2e6d8b1c01f (MD5) Previous issue date: 2016-09-05 / Esta investiga??o compreende a import?ncia do espa?o de atua??o do professor para o processo de ensino e aprendizagem de arte na sala de aula. Traz depoimentos de professores e artistas que ressaltam o ateli? de arte como espa?o imprescind?vel para a produ??o art?stica. Toma-se como eixos norteadores desta discuss?o exemplos de propostas pedag?gicas como a Escola da Ponte, Pedagogia de Reggio Em?lia e as T?cnicas Freinet, as quais fundamentam-se em ideias que, epistemologicamente, se contrap?em aos modelos tradicionais, tornando-se inovadoras e merecedoras de aten??o para poss?veis reflex?es sobre a situa??o educacional brasileira atual, principalmente no tocante ao ensino de Arte em escolas p?blicas. O trabalho faz refer?ncia a alguns artistas atuantes no Rio Grande do Norte que enfatizam a import?ncia do ateli? de arte como lugar de produ??o de conhecimento. Verifica-se tamb?m a opini?o de alguns alunos do ensino m?dio sobre o que os mesmos pensam a respeito do espa?o que utilizam na escola para a disciplina de Artes Visuais. Parte-se da hip?tese de que o espa?o de produ??o art?stica torna-se um importante articulador no processo de desenvolvimento para o trabalho de alunos numa escola. Sendo, portanto, um recurso significativo no amparo aos objetivos da disciplina. As discuss?es problematizadas refletiram sobre os par?metros e crit?rios educacionais atuais, os quais indicam o quanto a influ?ncia da estrutura f?sica e dos ambientes podem ser determinantes para o ensino-aprendizagem. Tamb?m colaboraram para uma proposta de ateli? de arte explicitada no ?ltimo cap?tulo. / This investigation embraces the importance of the teacher's performance space for Arts teaching and learning process in the classroom. Therefore, the text brings testimonials from teachers and artists who emphasize the art studio as essential for artistic production. The guiding principles of this discussion are examples of pedagogical proposals as the ?Escola da Ponte?, Pedagogy of Reggio Emilia and Freinet techniques, which are based on ideas that, epistemically, counteract the traditional models, becoming innovative and worthy of attention for possible reflections on the current Brazilian educational situation, especially with regard to Arts education in public schools. The paper refers to some artists from Rio Grande do Norte that emphasize the importance of the art studio as a place of knowledge production. There is also the view of some high school students about what they think of the space used in the school subject of Visual Arts. It also assumes that the space of artistic production is fundamental in the process of developing the work of students in school as well as a significant feature in the support to the objectives of the subject. It discusses the gaps, constraints and limitations in the school context in terms of spaces for Visual Arts activities. In addition, the aim is to discuss the subject from current parameters and educational criteria, which indicate how the influence of physical structure and the environment can be determinant in the teaching-learning process. Also contributed to a proposal for art studio explained in the last chapter.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-07-04T14:54:54Z No. of bitstreams: 1 IllianNarayamaRochaOliveira_DISSERT.pdf: 2585686 bytes, checksum: 3a36550e79e5c1c635511100794a7bee (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-07-14T14:28:38Z (GMT) No. of bitstreams: 1 IllianNarayamaRochaOliveira_DISSERT.pdf: 2585686 bytes, checksum: 3a36550e79e5c1c635511100794a7bee (MD5) / Made available in DSpace on 2017-07-14T14:28:38Z (GMT). No. of bitstreams: 1 IllianNarayamaRochaOliveira_DISSERT.pdf: 2585686 bytes, checksum: 3a36550e79e5c1c635511100794a7bee (MD5) Previous issue date: 2017-02-20 / Esta pesquisa apresenta uma an?lise reflexiva sobre o ensino de Arte a partir de uma experi?ncia vivenciada de interven??o nas aulas de Arte, na Escola Estadual de Ensino M?dio Dr. Hort?nsio de Sousa Ribeiro, localizada no munic?pio de Campina Grande na Para?ba. A partir do depoimento de alguns alunos desta escola sobre inquieta??es e desmotiva??es nas aulas de Arte, foi desenvolvida a proposta de ensino por projeto com uma das turmas da escola, a fins de sanar os problemas citados pelos alunos. Foi escolhido este m?todo de ensino por ser uma nova proposta de aula dentro da escola e que permitiu variadas a??es com a turma do 1? ano G no ano de 2012. Para tanto foi fundamental recorrer ao estudo sobre o ensino atrav?s de projeto, em que consiste essa pr?tica, com quem e quando surge as ideias desse tipo de ensino, atrav?s do conhecimento dos educadores mais referenciados nesse tipo de proposta, Willian Kilpatrick e Fernando Hern?ndez. Foi escolhido o tema eixo a ser trabalhado no projeto a partir de conversas com a turma envolvida, sendo em torno da Educa??o Patrimonial, que acarretou numa an?lise mais coesa dentro da ideia do ensino por projeto, pois foi a partir desse tipo de proposta de ensino que possibilitou chegar aos resultados refletidos nessa pesquisa, e contribuindo para a discuss?o do entendimento do processo educacional como media??o entre patrim?nio cultural, ensino e a escola; e a escola como patrim?nio. A pesquisa-A??o foi a linha de pesquisa elegida para a an?lise desse processo, por ter como foco a resolu??o de problemas e participa??o ativa do pesquisador. Com esta pesquisa, possibilitou perceber que o uso da proposta de ensino por projeto apesar das dificuldades encontradas no ensino p?blico, ? poss?vel, e trabalhar temas que envolve a transdisciplinaridade e a interdisciplinaridade a partia das aulas de Arte. / This research presents a reflexive analysis about the teaching of Art from a lived experience of intervention in the classes of Art, in the State School of High School Dr. Hort?nsio de Sousa Ribeiro, located in the city of Campina Grande in Para?ba. From the testimony of some students of this school about concerns and discouragement in Art classes, the proposal of teaching by project was developed with one of the classes of the school, in order to remedy the problems cited by the students. This teaching method was chosen because it is a new proposal for a lesson within the school and that allowed a variety of actions with the class of the 1st year G in the year of 2012. For this it was fundamental to resort to the study about teaching through design, in which It is this practice, with whom and when the ideas of this type of education arise, through the knowledge of the educators most referenced in this type of proposal, Willian Kilpatrick and Fernando Hern?ndez. The theme was chosen axis to be worked on the project from conversations with the involved class, being around Patrimonial Education, which entailed in a more cohesive analysis within the idea of teaching by project, since it was from this type of teaching proposal Which made it possible to reach the results reflected in this research, and contributing to the discussion of the understanding of the educational process as mediation between cultural heritage, teaching and the school; And the school as patrimony. Action research was the line of research chosen for the analysis of this process, focusing on the problem solving and active participation of the researcher. With this research, it was possible to perceive that the use of the proposal of teaching by project despite the difficulties encountered in public education, it is possible, and to work on themes involving transdisciplinarity and interdisciplinarity, starting from Art classes.