Orientador: Graziela Estela Fonseca Rodrigues / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-12T04:51:27Z (GMT). No. of bitstreams: 1 Cunha_FredysonHiltonFigueiredo_M.pdf: 16832475 bytes, checksum: bbf111304d80582d740e590b9102cffe (MD5) Previous issue date: 2008 / Resumo: Este trabalho de dissertação apresenta a experiência entre os índios Bororo da aldeia de Meruri, no estado de Mato Grosso, utilizando aspectos do Método Bailarino-Pesquisador- Intérprete (BPI), criado pela professora doutora Graziela Rodrigues. O BPI é um método de criação em dança, composto por três eixos fundamentais: o Inventário no Corpo, o Co- Habitar com a Fonte e a Estruturação da Personagem. No eixo do Co-Habitar com a Fonte foram realizadas cinco visitas à aldeia de Meruri, num processo de interação entre o pesquisador e os pesquisados. Concomitantemente às pesquisas de campo e os laboratórios, houve o aprofundamento dos sentidos e significados desta experiência. Possibilitou a experiência de uma dança viva em que as imagens, sensações, sentimentos e movimentos foram trabalhados no corpo do pesquisador. O BPI, como um método que não tem a dança centrada num corpo idealizado, mas que respeita as particularidades, proporcionou ao pesquisador mais que uma investigação em dança, uma experiência transformadora de vida; abrindo caminhos para refletir sobre a dança feita por um corpo real, penetrando nas várias camadas do corpo. No contato do pesquisador com os índios Bororo e o estudo do Método BPI, consolidou-se uma criação em dança. / Abstract: This paper presents an experience among the Bororo, a Brazilian indigenous people settled at the village of Meruri, in the Brazilian state of Mato Grosso, which made use of some aspects from the BPI Method (Dancer-Researcher-Interpreter Method) developed by professor Dr. Graziela Rodrigues. BPI is a method for creation in dance constituted by three fundamental axis: Inventory in the Body, Cohabiting with the Sources and Character Formation. In the Cohabiting with the Sources axis, five visits were made to the village of Meruri, in a process of interaction between the researcher and the researched people. As field research and laboratories took place, the senses and meanings of this experience were analysed to be seen from a deeper perspective. This led to a lively dance in which images, sensations and movements were kneaded in the body of the researcher. BPI, as a method that does not project a dance for an idealized body, but respects the particularities instead, has offered the researcher more than an investigation into dance. It has offered an opportunity for a transforming life experience and opened ways for a reflection into a dance that is done by a real body, and that penetrates all layers of the body. In the contact of the researcher with the Bororo and in the study of the BPI method, a creative process in dance has been consolidated. / Mestrado / Mestre em Artes

Orientador: Afira Vianna Ripper / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T13:24:58Z (GMT). No. of bitstreams: 1 Alexandre_MariaThereza_D.pdf: 2467822 bytes, checksum: 72a2754c99bd40133cf87310bcd63142 (MD5) Previous issue date: 2012 / Resumo: Este estudo, nascido de um desconforto que originou a questão de pesquisa, tem por objetivo a verificação da hipótese de que a formação do aluno pesquisador de sua realidade, com base nos pressupostos da metodologia de pesquisa científica, enseja sua formação enquanto ser social, a qual dar-se-ia no estabelecimento de relações com a natureza e com a sociedade, imbricadas entre si. Abrangendo, estritamente, o contexto do Projeto Ciência na Escola - Primeiros Passos, relacionado a docentes e estudantes da Educação Infantil e dos anos iniciais do Ensino Fundamental, esta investigação é atravessada pela maneira como se deu, no período de 2003 a 2010, a formação do aluno pesquisador de sua realidade, com o desenvolvimento de projeto de pesquisa. Ao longo deste estudo, o aluno pesquisador surge da descrição de suas ações, manifestações, intervenções, atitudes, realizada pelas professoras pesquisadoras, e sua formação envolve o decorrer de um ano letivo. Ao realizar o trânsito entre a universidade e a escola, a professora traduz em ação pedagógica, no cotidiano de sala de aula, as propostas deste Projeto, assentando-se sob os pressupostos da pesquisa-ação sua formação como pesquisadora da própria prática. Sendo a socialização o processo por meio do qual ocorre a formação do ser social, esta constituiu-se em objeto de estudo, de forma a fornecer suporte teórico ao procedimento da análise dos relatórios anuais elaborados pelas docentes sobre os projetos de pesquisa das classes, cujas temáticas envolveram, no âmbito das relações com a natureza, a nutrição, com incidência em alimentos e produção, e o meio ambiente, com foco em aspectos como água e lixo, e, no tocante às relações sociais, racismo e brinquedo, divisão essa que, feita para fins de esclarecimento, acabou por tornar evidente o entrelaçamento de ambas as relações. Com os resultados obtidos foi possível realizar a proposição da inclusão formal do processo de socialização nos pressupostos do Projeto, até o momento voltados para a aquisição do conhecimento produzido pela ciência e a apropriação da metodologia de pesquisa científica. / Resumo: Este estudo, nascido de um desconforto que originou a questão de pesquisa, tem por objetivo a verificação da hipótese de que a formação do aluno pesquisador de sua realidade, com base nos pressupostos da metodologia de pesquisa científica, enseja sua formação enquanto ser social, a qual dar-se-ia no estabelecimento de relações com a natureza e com a sociedade, imbricadas entre si. Abrangendo, estritamente, o contexto do Projeto Ciência na Escola - Primeiros Passos, relacionado a docentes e estudantes da Educação Infantil e dos anos iniciais do Ensino Fundamental, esta investigação é atravessada pela maneira como se deu, no período de 2003 a 2010, a formação do aluno pesquisador de sua realidade, com o desenvolvimento de projeto de pesquisa. Ao longo deste estudo, o aluno pesquisador surge da descrição de suas ações, manifestações, intervenções, atitudes, realizada pelas professoras pesquisadoras, e sua formação envolve o decorrer de um ano letivo. Ao realizar o trânsito entre a universidade e a escola, a professora traduz em ação pedagógica, no cotidiano de sala de aula, as propostas deste Projeto, assentando-se sob os pressupostos da pesquisa-ação sua formação como pesquisadora da própria prática. Sendo a socialização o processo por meio do qual ocorre a formação do ser social, esta constituiu-se em objeto de estudo, de forma a fornecer suporte teórico ao procedimento da análise dos relatórios anuais elaborados pelas docentes sobre os projetos de pesquisa das classes, cujas temáticas envolveram, no âmbito das relações com a natureza, a nutrição, com incidência em alimentos e produção, e o meio ambiente, com foco em aspectos como água e lixo, e, no tocante às relações sociais, racismo e brinquedo, divisão essa que, feita para fins de esclarecimento, acabou por tornar evidente o entrelaçamento de ambas as relações. Com os resultados obtidos foi possível realizar a proposição da inclusão formal do processo de socialização nos pressupostos do Projeto, até o momento voltados para a aquisição do conhecimento produzido pela ciência e a apropriação da metodologia de pesquisa científica. / Abstract: This study was born from some uneasiness experienced that gave origins to the mainquestion of the research. It has as main objective the verification of the hypothesis according to which the formation of the pupil as a researcher of his own reality, grounded on the assumptions of the methodology of scientific investigation, provides too an opportunity to his formation as a social human being. This specific formation would be supported on the settlement of relations with both nature and society, implied between itselves. This investigation, strictly linked to the context of the Science in School Project - First Steps, respecting to elevens and teachers of Pre School as well as of initial series of Elementary School, is traversed by the manner by which takes place the students formation while researchers of their living realities, throughout the development of project investigation. Along this study, this pupil as researcher emerges from descriptions of his actions, manifestations, interventions and attitudes made visible in the researchers teachers reporting, a process that happens all along the academic year. By doing the transit between university and school, the participants teachers translate into pedagogical action the purposes of the mentioned Project; and their formation is sustained by action-research methodology. As the process through which takes place the formation of social human being consists in socialization, this topic constituted an object of study, as a way of furnishing theoretical grounds reclaimed by the analysis procedures of annual registries elaborated by docents about the research projects of classes/series, whose thematic included, in the sphere of relations with nature, nutrition, focusing on food and production, and environment, with emphasis on water and garbage; and, regarding to social relations, on racism and toys, conducting such section, made for comprehension ends, to evidentiate the intertwining of both relations. With the results obtained became possible the actualization of the proposition of formal inclusion of socialization processes within the Project?s assumptions, until now directed to the acquiring of the knowledge produced by science and the appropriation of the scientific research's methodology. / Abstract: This study was born from some uneasiness experienced that gave origins to the mainquestion of the research. It has as main objective the verification of the hypothesis according to which the formation of the pupil as a researcher of his own reality, grounded on the assumptions of the methodology of scientific investigation, provides too an opportunity to his formation as a social human being. This specific formation would be supported on the settlement of relations with both nature and society, implied between itselves. This investigation, strictly linked to the context of the Science in School Project - First Steps, respecting to elevens and teachers of Pre School as well as of initial series of Elementary School, is traversed by the manner by which takes place the students formation while researchers of their living realities, throughout the development of project investigation. Along this study, this pupil as researcher emerges from descriptions of his actions, manifestations, interventions and attitudes made visible in the researchers teachers reporting, a process that happens all along the academic year. By doing the transit between university and school, the participants teachers translate into pedagogical action the purposes of the mentioned Project; and their formation is sustained by action-research methodology. As the process through which takes place the formation of social human being consists in socialization, this topic constituted an object of study, as a way of furnishing theoretical grounds reclaimed by the analysis procedures of annual registries elaborated by docents about the research projects of classes/series, whose thematic included, in the sphere of relations with nature, nutrition, focusing on food and production, and environment, with emphasis on water and garbage; and, regarding to social relations, on racism and toys, conducting such section, made for comprehension ends, to evidentiate the intertwining of both relations. With the results obtained became possible the actualization of the proposition of formal inclusion of socialization processes within the Project?s assumptions, until now directed to the acquiring of the knowledge produced by science and the appropriation of the scientific research's methodology. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

Orientador: Graziela Estela Fonseca Rodrigues / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-21T14:24:32Z (GMT). No. of bitstreams: 1 Calipo_Nara1987-_M.pdf: 14940136 bytes, checksum: 52f62fa2fde916ec0bee86fffd964c79 (MD5) Previous issue date: 2012 / Resumo: O objetivo central desta pesquisa foi gerar estudo e análise do desenvolvimento do bailarino-pesquisador-intérprete que já concluiu um processo artístico no método BPI (Bailarino-Pesquisador-Intérprete). A pesquisa se deu a partir da análise da confluência dos conteúdos vivenciados no corpo deste intérprete, na realização de pesquisas de campo no eixo Co-Habitar com a Fonte. A inquietação para a presente pesquisa originou-se no processo anterior, pois a incorporação da personagem Jura, a força que ela trouxe para meu corpo, e a maneira como este passou a criar e se expressar, levaram-me ao questionamento: "quando deixar de dançar 'A Flor do Café', e passar para um novo co-habitar, o que poderá acontecer com Jura? Ela deixará de existir? Se transformará? Como será a interação dos conteúdos no corpo?". A pesquisa de mestrado veio como uma oportunidade para experimentar essa transição e interseção de processos corporais, analisando-os e trazendo-os à tona.!Para tanto, foram realizadas quatro idas a campo do eixo Co-habitar com a Fonte, em campos de qualidades corporais distintas: duas delas no Jalapão, e duas no Bico do Papagaio, ambas regiões do Tocantins. No Jalapão, o foco do co-habitar se deteve nas mulheres artesãs do Capim Dourado, e algumas das manifestações que permeiam seu universo, como a brincadeira da Roda-Chata e a reza da sexta feira da Paixão, junto à Festa dos Caretas (personagens denominados "fantasmas"). No Bico do Papagaio, o foco esteve nas mulheres quebradeiras de coco babaçu e no Terecô, manifestação religiosa agrária, presente no cotidiano destas / Abstract: The objective of this research was to study and analyze the development of dancer-performer-researcher who has previously passed through an artistic process in the DRP method (Dancer-Researcher-Performer). The research took place from the analysis of the confluence of contents experienced in the body of this interpreter, while she was in research field on axis Co-Inhabiting with the Source. The concern for this research originated in the previous process, because the incorporation of Jura character, the strength she brought to my body, and the way it went on to create and express themselves, they took me to the question: "when I stop dancing 'The Flower of Coffee', and move to a new co-dwelling, which may happen to Jura? Will she cease to exist? Will she transform into a new character ? How will be the interaction of the contents in the body? ". The master's research came as an opportunity to experience this transition and intersection of body processes, analyzing them and bringing them to light. To do so, there were four trips to the field on axis Co-Inhabiting with the Source, in different fields of body qualities: two of them in Jalapao, and two in Bico do Papagaio, both regions of Tocantins. At Jalapao, the co-inhabiting was focused on women artisans that work with golden grass, and some of the manifestations that permeate their universe, as the play of Roda-Chata, the prays of the Good Friday, and the Festa dos Caretas (characters called "ghosts"). In Bico do Papagaio, the focus was on female babassu coconut breakers and Terecô, a agrarian religious manifestation, present in the daily life of them / Mestrado / Artes da Cena / Mestra em Artes da Cena

Context: Software effort estimation is a very important component of the software development life cycle. It underpins activities such as planning, maintenance and bidding. Therefore, it has triggered much research over the past four decades, including many machine learning approaches. One popular approach, that has the benefit of accessible reasoning, is analogy-based estimation. Machine learning including analogy is known to significantly benefit from feature selection/weighting. Unfortunately feature weighting search is an NP hard problem, therefore computationally very demanding, if not intractable. Objective: Therefore, one objective of this research is to develop an effi cient and effective feature weighting algorithm for estimation by analogy. However, a major challenge for the effort estimation research community is that experimental results tend to be contradictory and also lack reliability. This has been paralleled by a recent awareness of how bias can impact research results. This is a contributory reason why software effort estimation is still an open problem. Consequently the second objective is to investigate research methods that might lead to more reliable results and focus on blinding methods to reduce researcher bias. Method: In order to build on the most promising feature weighting algorithms I conduct a systematic literature review. From this I develop a novel and e fficient feature weighting algorithm. This is experimentally evaluated, comparing three feature weighting approaches with a na ive benchmark using 2 industrial data sets. Using these experiments, I explore blind analysis as a technique to reduce bias. Results: The systematic literature review conducted identified 19 relevant primary studies. Results from the meta-analysis of selected studies using a one-sample sign test (p = 0.0003) shows a positive effect - to feature weighting in general compared with ordinary analogy-based estimation (ABE), that is, feature weighting is a worthwhile technique to improve ABE. Nevertheless the results remain imperfect so there is still much scope for improvement. My experience shows that blinding can be a relatively straightforward procedure. I also highlight various statistical analysis decisions which ought not be guided by the hunt for statistical significance and show that results can be inverted merely through a seemingly inconsequential statistical nicety. After analysing results from 483 software projects from two separate industrial data sets, I conclude that the proposed technique improves accuracy over the standard feature subset selection (FSS) and traditional case-based reasoning (CBR) when using pseudo time-series validation. Interestingly, there is no strong evidence for superior performance of the new technique when traditional validation techniques (jackknifing) are used but is more effi cient. Conclusion: There are two main findings: (i) Feature weighting techniques are promising for software effort estimation but they need to be tailored for target case for their potential to be adequately exploited. Despite the research findings showing that assuming weights differ in different parts of the instance space ('local' regions) may improve effort estimation results - majority of studies in software effort estimation (SEE) do not take this into consideration. This represents an improvement on other methods that do not take this into consideration. (ii) Whilst there are minor challenges and some limits to the degree of blinding possible, blind analysis is a very practical and an easy-to-implement method that supports more objective analysis of experimental results. Therefore I argue that blind analysis should be the norm for analysing software engineering experiments.

Orientador: Corinta Maria Grisolia Geraldi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T10:03:57Z (GMT). No. of bitstreams: 1 Pereira_MarceminoBernardo_D.pdf: 1386509 bytes, checksum: d6e08f220a78daf2f661d91907acda94 (MD5) Previous issue date: 2014 / Resumo: Essa é uma investigação narrativa em primeira pessoa contando as experiências de um professor de História do Ensino Fundamental, com foco no ensino/aprendizagem por meio da escrita de textos. Enquanto contava a sua história, o professor pode perceber e entender o quanto os seus próprios registros de aula se encontravam articulados àquela modalidade de ensino. Nesse sentido, é também uma narrativa sobre a escrita de professor na formação docente. A reconstrução das condições enunciativas de produção dos textos dos alunos aqui analisados considerou essa articulação e revelou o quanto a aula que acontece na perspectiva dialógica, sob os cuidados da escuta, pode permitir a emergência de singularidades e promover relações de princípios porque lastreadas por ações responsivas e responsáveis. Essa perspectiva implica também reconhecer a relação professor/aluno e ensino/aprendizagem para além das posições fixas, mas enquanto relação de alteridade, onde nos fazemos uns aos outros na linguagem. Por conta desses movimentos de deslocamento dados pelo outro em nós, essa investigação encontra suporte teórico e metodológico principalmente nos estudo de M. Bakhtin e W. Benjamin. As lições dessa pesquisa, entendidas como aquilo que se aprende das histórias narradas, decorrem principalmente do entendimento de que os textos escritos pelos alunos são, nessas condições enunciativas descritas, textos de história / Abstract: This is a narrative research in first person telling the experiences of a History teacher of an Elementary School, focusing on teaching / learning process through writing texts. While telling his story, the teacher could realize and understand how his own learning logs were articulated to that type of education. Therefore, it is also a narrative about the teaching writing in teacher education. The reconstruction of enunciative condition of production of students texts, analyzed here, considered this articulation and it revealed how the class, which happens through a dialogical perspective, under listening care, can allow the emergence of singularities and promote principle relations because are backed by responsive and responsible actions. This perspective also implies to recognize the teacher / student relation and teaching / learning process beyond fixed positions, but as the relationship of alterity, where we make each other in language. Due to these traversing movements given by the other in us, this research is supported theoretically and methodologically mainly based on the studies of M. Bakhtin and Walter Benjamin. The lessons of this research, understood as what you learn from the stories narrated, mainly result from the understanding that the texts written by the students are, under those enunciative conditions described, history texts / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Orientador: Graziela Estela Fonseca Rodrigues / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-26T12:05:53Z (GMT). No. of bitstreams: 1 Teixeira_PaulaCaruso_D.pdf: 21269239 bytes, checksum: 9c82e0b5eb0ec0175fed3b28d2357a5a (MD5) Previous issue date: 2014 / Resumo: Este trabalho tem por finalidade principal desvendar como foram as origens da criação em 1980, do método de pesquisa e criação em dança Bailarino-Pesquisador-Intérprete (BPI) e do seu desenvolvimento no primeiro percurso da sua criadora (1980-1987), Graziela Rodrigues. Descobrir o que da sua formação em diversos métodos, sistemas e técnicas de dança e de teatro e em linguagens afins influenciou no BPI, bem como o que do contexto histórico da dança no Brasil dos anos 70 e 80. Para responder à essas indagações, a autora fez pesquisas bibliográficas e documentais, mas, sobretudo, pesquisas de campo, através da realização de dezoito entrevistas semiestruturadas inclusive com a própria criadora do BPI e o restante, na sua maioria, com artistas que trabalharam e conviveram com ela no período histórico de 1970-1987. Após a análise dessas entrevistas e o levantamento das suas categorias, dialogou os dados relevantes coletados de campo com os dados bibliográficos e documentais. Assim, a discussão desta tese revela novos dados sobre a história da dança no Brasil no período histórico estudado e sobre a história deste método, das suas origens, do seu nascimento até 1987. Depois dessas reflexões, a autora chegou a algumas conclusões, sendo que a principal é que por mais que o BPI ressoe o espírito dos anos 70 e 80 na história da dança no Brasil, ele apresenta uma originalidade em relação aos métodos, sistemas e técnicas que contribuíram para a formação da sua criadora / Abstract: The main purpose of this work is to disclose how the origins of the creation of the method of research and creation in (DRI) Dancer-Researcher-Interpreter in 1980 were and of its development in the first course of its creator (1970-1987), Graziela Rodrigues. Also discover what, from her education in several dance and theater methods, systems and techniques and in related languages, influenced the DRI, as well as what from the historical context of dance in the Brazil of the 1970¿s and 1980¿s. In order to answer these questions, the author made bibliographic and documentary research, but above all, fieldwork by having eighteen semi-structured interviews, including with the creator of DRI and the rest, mostly with artists who worked and lived with her in the historical period from 1970 to 1987. After analyzing these interviews and the gathering of its categories, she dialogued the relevant data collected from the field with the bibliographical and documental data. Therefore the discussion of this thesis reveals new data on the history of dance in Brazil in the historical period studied and on the history of this method, its origins and its birth until 1987. After these reflections, the author came to some conclusions and the main one is that to whatever degree the DRI resounds the spirit of the 70s and 80s in the history of dance in Brazil, it shows an originality in relation to the methods, systems and techniques which contributed to the education of its creator / Doutorado / Artes da Cena / Doutora em Artes da Cena

Orientadores: Larissa Sato Turtelli, Graziela Estela Fonseca Rodrigues / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-26T17:13:47Z (GMT). No. of bitstreams: 1 Valardao_SaraDias_M.pdf: 4219619 bytes, checksum: bd61bfad340f21d0b1b6cddc2f60473e (MD5) Previous issue date: 2014 / Resumo: O Método BPI (Bailarino-Pesquisador-Intérprete) possibilita o emergir de uma dança proveniente de um corpo que entra em contato com suas próprias origens culturais. Trata-se de um método de criação artística que propicia uma autodescoberta, que conecta o indivíduo consigo mesmo, fazendo surgir movimentos significativos para a própria pessoa e plenos de vitalidade. A proposta dessa pesquisa foi desenvolver um processo criativo a partir do Método BPI com adolescentes em situação de vulnerabilidade social, jovens de dez a quatorze anos, educandos da entidade CEPROMM - Centro de Estudos e Promoção da Mulher Marginalizada, localizada no Jardim Itatinga, zona confinada de prostituição, na região sudeste de Campinas-SP, procurando-se favorecer o desenvolvimento da identidade e autoestima de cada um dos participantes. O período para desenvolvimento e coleta de dados da pesquisa foi de um ano e meio, ou seja, três semestres, em atividades de duas a três vezes por semana. A abordagem foi fenomenológica, teórico-prática no caráter descritivo qualitativo, sendo que a descrição e análise de dados foram fundamentadas nos eixos e ferramentas do Método BPI. Ao final do processo criativo, conclui-se que as maiores conquistas obtidas foram, além dos aspectos relacionados às danças dos adolescentes, o significativo desenvolvimento alcançado por eles em termos de concentração, organização, reflexão e apropriação de si mesmos e do Método BPI / Abstract: The BPI (Dancer-Researcher-Performer) Method allows the emergence of a dance from a body that comes in contact with their own cultural backgrounds. It is a method of artistic creation that provides a self-discovery, connecting the individual with himself, giving rise to significant movements for self and full of vitality. The purpose of this research was to develop a creative process come from the BPI Method with adolescents in social vulnerability situations, young people between ten and fourteen years, students from Center for the Study and Promotion of Marginalized Women entity ¿ CEPROMM, located in Itatinga Garden, confined prostitution area in the southeastern region of Campinas-SP, seeking to biased the development of identity and self-esteem of each participant. The period for development and data collection of the research was one year and a half, that is, three semesters, in two or three times activities per week. The approach was phenomenological, theorical- practical in qualitative descriptive nature, and the description and analysis of data were based on the axes and the BPI Method tools. At the end of the creative process, it is concluded that the greatest achievements were, in addition to aspects related to the dances of adolescents, the significant development achieved by them in terms of concentration, organization, reflection and appropriation of themselves and the BPI Method / Mestrado / Teatro, Dança e Performance / Mestra em Artes da Cena

Orientador: Graziela Estela Fonseca Rodrigues / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-26T18:44:17Z (GMT). No. of bitstreams: 1 Floriano_Mariana_M.pdf: 8831235 bytes, checksum: 767b77873aac5932a22103549628c4b2 (MD5) Previous issue date: 2014 / Resumo: Este projeto intitulado "O Método BPI para criança: considerações acerca de uma prática corporal com crianças de 7-8 anos" é fruto de uma pesquisa de criação e formação no Método Bailarino-Pesquisador-Intérprete (BPI). O projeto teve por objetivo desenvolver uma prática corporal no Método BPI para crianças, considerando aspectos do desenvolvimento humano, principalmente os estudos de imagem corporal e de psicomotricidade. Como procedimento, foram realizados 27 encontros com 10 crianças na faixa etária de 7-8 anos no Colégio EDUCAP da Cidade de Campinas, nos quais foram aplicadas as seguintes ferramentas do Método BPI: Técnica de Dança, Técnica dos Sentidos, Laboratórios Dirigidos e Registro, ambientados pela temática dos festejos de Boi. Como principal estratégia de aproximação e de identificação com as crianças foram apresentadas cenas de um roteiro coreográfico da personagem Menina. Essa personagem foi resultante de um processo criativo no Método BPI, anterior ao Mestrado, vivenciado no corpo da pesquisadora. Após a atividade com as crianças, foram organizados os registros audiovisuais coletados durante os encontros e os diários de pesquisa da pesquisadora sobre a atividade, e realizados laboratórios corporais da pesquisadora dirigidos pela Prof.ª Dr.ª Graziela Rodrigues. Os dados obtidos apresentam resultados positivos para o desenvolvimento corporal do grupo de crianças participantes, levantando discussões sobre a importância de serem desenvolvidos o imaginário e a criatividade, aspectos bastante atrofiados neste grupo de crianças. Outro ponto de discussão envolve as reverberações no corpo da pesquisadora a partir da sua atuação como diretora no trabalho com as crianças, destacando o desenvolvimento pessoal e artístico enquanto aprendiz do Método BPI. As conclusões revelam aspectos fundamentais no Processo BPI para crianças: o brincar, no sentido pleno, como ponte para o desenvolvimento corporal das crianças e o preparo do diretor para conduzir uma prática corporal com crianças, que envolve a sua própria reconexão com a criança que ele foi. Esta pesquisa foi aprovada pela Comissão Nacional de Ética em Pesquisa ¿ CONEP ¿ e foi financiada pela Fundação de Amparo à Pesquisa do Estado de São Paulo ¿ FAPESP / Abstract: This Project named "The BPI Method for children: considerations over a body practice with 7-8 years old children" is a research of creation and training at the Dance-Researcher-Performer (BPI) Method. The aim of the project was to develop a body practice at the BPI Method for children, considering human developments aspects, specially those among body image and psychomotor. As a procedure, it was made 27 encounters with 10 kids among 7-8 years old of the Colégio EDUCAP School at Campinas city, in wich were applied BPI Method tools: Dance techniques, Senses Techniques, Registers and Conducted Laboratories, acclimatized by the Boi Celebration theme. As main goal of approaching and identification with children, it were shown scenes of a choreographic script of Menina¿s character. This character was the result of a creational process at the BPI Method, before the Master¿s degree, experienced in the researcher¿s body. After the activity with the children, the organization of the collected video records and the research diaries were made over the activity. Furthermore the researcher made body practice laboratories, directed by the Graziela Rodrigues, Dr. Prof. The data obtained indicates positive results for the children¿s body development, raising discussions over the importance of developing the imagination and creativity, aspects very stunted in this group of children. Another point of discussion involves the reverberations in the researcher¿s body from her work as a director of the group of children, highlighting the artistic and personal development as apprentice at the BPI Method. The deductions indicates fundamental aspects at the BPI Process for children: the play, in its full sense, as a bridge for the body development of the children and the director¿s prepare to conduct a body practice with children, that involves his own reconnection with the child he has been once. This research was approved by Comissão Nacional de Ética em Pesquisa ¿ CONEP ¿ and was funded by Fundação de Amparo à Pesquisa do Estado de São Paulo ¿ FAPESP / Mestrado / Teatro, Dança e Performance / Mestra em Artes da Cena

Researchers in environmental education and education for sustainable development (ESD) have discussed in what way young people’s experience impact their action competence (e.g. Almers 2009; Schnack 1996; Breiting &Mogensen 1999; Lundegård 2007). In my research I wanted to study if and how action research (AR) including the students’ reflections may contribute to a pluralistic education in ESD. The AR was made together with a teacher at a secondary school in year 9. We worked on equal level in planning and often during the lessons, but I, as the researcher, was making the Analysis and the Questions of the interviews. I made three group interviews with five students. The other students were answering questions in logbooks. I also interviewed the teacher. Early on the class visited an exhibition at the National Museum of Science in Stockholm. During the next lesson the students wrote in their logbooks about their thoughts after visiting the museum, and I interviewed five students. The teacher and I read their reflections and observed what we had to pay attention to during the next lesson. Many students had been afraid of the future and started thinking that their children might not have a future; everything on the globe is spoilt, ice flows everywhere. The teacher and I decided to talk more about whose responsibility it is (Öhman 2006; Lundegård 2007). We found support in Ojala’s (2007) thesis.This was the first question we had to deal with in our Action Research. The teacher and I planned a new cycle of action, where we talked about the environment and whose responsibility is it.We talked about society, economy and politics, because we had noticed that the students were thinking that they were guilty for the global situation. Further on the students got more action competence and were more motivated and interested in environmental problems, and also critical in many ways about how societies and politicians were dealing with the environment issues. The next time the students were reflecting, they were not talking about worries for the future. Instead they had started to think about constructive actions favoring the globe’s future. Other things we took care of were when the students needed help with their studies about life-styles. They were working in groups, 3-5 members in each group, and they were taking initiatives, planning and acting and after the study they made presentations of their work in front of the whole class. I found that the Pluralistic way of education worked fine together with my action research and the students were able to take their own decisions in the environmental questions. They had gained action competence now and for the future. / Lärarforskarskolan Klimatutveckling och Vattenresurser

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