Submitted by DANIELLI CRISTINA PIMENTA MAGIONI null (pepperdani@hotmail.com) on 2018-03-24T13:16:17Z No. of bitstreams: 1 Dissertação para impressão mestrado.pdf: 3641892 bytes, checksum: 6ce4d9276a9dd00a7fb0e3e4cb867cd2 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-26T14:47:21Z (GMT) No. of bitstreams: 1 magioni_dcp_me_mar.pdf: 3641892 bytes, checksum: 6ce4d9276a9dd00a7fb0e3e4cb867cd2 (MD5) / Made available in DSpace on 2018-03-26T14:47:21Z (GMT). No. of bitstreams: 1 magioni_dcp_me_mar.pdf: 3641892 bytes, checksum: 6ce4d9276a9dd00a7fb0e3e4cb867cd2 (MD5) Previous issue date: 2018-02-27 / Não recebi financiamento / Atualmente o processo de inclusão é cada vez mais emergente na sociedade, sendo assim, tornar-se-á relevante garantir acessos disponíveis a todos, mas a igualdade não garante o direito diante de todas as diferenças e desigualdades, por isso a equidade visa favorecer e garantir oportunidades, de maneira integrada ao indivíduo em seu meio de forma justa, favorecendo o respeito e compreensão dentro das capacidades e limitações de cada pessoa no convívio social. Esta dissertação teve como objetivo geral o desenvolvimento de um programa com estratégias da Aprendizagem Cooperativa no âmbito da sensibilização artística, dentro do Programa de Atenção ao Aluno Precoce com Comportamento Superdotado (PAPCS), de uma universidade pública do estado de São Paulo, com o intuito de favorecer o desenvolvimento de habilidades cooperativas e da empatia, a integração do grupo, e o desenvolvimento de habilidades artísticas na construção de uma produção coletiva do gênero HQ (história em quadrinhos). Torna-se pertinente ressaltar que tal proposta foi inovadora no âmbito das Altas Habilidades/ Superdotação, por se tratar de um tema pouco abordado, nesse caso a dissertação traz um amparado inédito de pesquisa no campo de enriquecimento artístico dentro da perspectiva da Aprendizagem Cooperativa. A pesquisa foi de delineamento quase experimental, composta por Grupo Experimental, no qual a variável independente esteve presente (ou seja, os sujeitos receberam a intervenção planejada). Participaram da intervenção sete alunos (crianças e adolescentes), a qual foi realizada durante o desenvolvimento das atividades do PAPCS, e abordou com o uso de estratégias cooperativas conteúdos que contemplaram a formação estética, como também atividades direcionadas para desenvolver habilidades artísticas específicas ao gênero. Para a averiguação da eficácia da intervenção foram utilizados instrumentos de avaliação na forma de pré e pós-teste, além da avaliação processual das sessões e respectivas criações relatadas em cada etapa. A implementação da proposta apresentada nessa dissertação, resultou em uma atividade que, utilizando-se de estruturas cooperativas na realização de uma atividade artística, pôde favorecer a integração do grupo, a empatia, a interdependência positiva e o desenvolvimento de habilidades artísticas de maneira expressiva com intencionalidade no uso de técnicas de desenho com inter-relação entre linguagem verbal e não verbal para elaboração do gênero relacionado ao HQ. / Currently, the inclusion process is increasingly present in society, so it will become relevant to guarantee access available to all, but equality does not guarantee the right to all differences and inequalities, so equity aims to favor and guarantee opportunities, in an integrated way to the individual in their environment in a fair way, favoring the respect and understanding within the limitations of each person in the social life.The dissertation has as general objective the development of a program with strategies of Cooperative Learning in the scope of artistic awareness, within the Program of Attention to the Early Pupil with Gifted Behavior (PAPCS), of a public university of the state of São Paulo, with the intention of to promote the development of cooperative skills and empathy, the integration of the group, and the development of artistic skills in the construction of a collective production of the genre HQ (comics). It is pertinent to emphasize that this proposal was innovative in the scope of High Abilities / Giftedness, because it is a subject little discussed, in this case the dissertation brings an unprecedented support of research in the field of artistic enrichment within the perspective of Cooperative Learning. The dissertation is of a quasi experimental design, composed by Experimental Group, in which the independent variable is present (thas is, the subjects receive the planned intervention). Seven students (children and adolescents) took part in the intervention, which was carried out during the development of the PAPCS activities, and approached with the use of cooperative strategies that contemplated the aesthetic formation, as well as activities directed to develop artistic skills specific to the genre. For the evaluation of the effectiveness of the intervention, evaluation instruments were used in the form of pre and post-test, besides the procedural evaluation of the sessions and respective creations reported in each stage. The implementation of the proposal presented in this dissertation resulted in an activity that, using cooperative structures in the accomplishment of an artistic activity, was able to favor group integration, empathy, positive interdependence and the development of artistic abilities in an expressive way with intentionality in the use of drawing techniques with an interrelationship between verbal and non-verbal language of the elaboration related of a HQ genre.

With the continual use of standardized testing, teaching art in schools, particularly elementary schools, often falls to generalist teachers with little to no experience in art. While art can be integrated into daily curriculum for deeper and lasting learning, without the proper training or support, generalist teachers are left to implement art as they encountered it in the past, if at all. Artistic anxiety and culturally misappropriated artistic experiences result in the arts being used inefficiently or avoided completely. Creating a curriculum for preservice elementary generalist teachers, I explored art integration through developing artistic confidence, skill, and identity for 16 non-artists in a 3-credit term course that included an art-teaching practicum component for participants. While the majority of participants finished the course with a positive artistic experience--many declared that they had started on an artistic path and that they looked forward to integrating the arts in their future curricula--it was evident that a course covering art integration, developing an artistic self, and completing a practicum left participants rushed and overwhelmed. Some even closed themselves off to certain projects, afraid of failure. To help preservice elementary generalists connect to art as a learning tool, I suggest establishing an arts integration minor that requires a full-semester studio course focused only on developing an artistic identity. The course should build artistic confidence and habits that preservice teachers can take into practicum courses, which focus on experientially integrating the arts in lesson planning and teaching.