Submitted by Luanna Matias (lua_matias@yahoo.com.br) on 2015-02-05T17:23:51Z No. of bitstreams: 2 Dissertação - Alex Mateus Santos de Oliveira - 2014.pdf: 1250383 bytes, checksum: 6fb02afadc0b95fd22e4509d7c42c0e2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-02-19T10:47:57Z (GMT) No. of bitstreams: 2 Dissertação - Alex Mateus Santos de Oliveira - 2014.pdf: 1250383 bytes, checksum: 6fb02afadc0b95fd22e4509d7c42c0e2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-02-19T10:47:58Z (GMT). No. of bitstreams: 2 Dissertação - Alex Mateus Santos de Oliveira - 2014.pdf: 1250383 bytes, checksum: 6fb02afadc0b95fd22e4509d7c42c0e2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-05-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation seeks to analyze the lack of discussion and information about sex, sexuality and gender in the Brazilians schools by studying two scenes of the film “Problemas Femininos”. It identifies that when included in the academic curriculum the subject is only addressed on a biologic and / or existentialist view. By researching and analyzing the most current theories and discussions about the theme I try to understand why the Colégio Pré-Universitário located in Goiania-Goias-Brazil keep the discussion about sex, sexuality and gender out of its academic curriculum. The qualitative research is based on the processes of interpretation and the data used in this research was gathered by semi-structured interviews and focus group discussions of five 16-years-old students of a Brazilian public school. The theoretical research analyzes the feminist’s and queer’s theory and current discussions in order to deconstruct and clarify certain social practices and discourses about the theme, moreover, this dissertation points the importance of visual culture criticism to educate students about sex, sexuality and gender. My research findings prove that the schools face major obstacles to insert the discussion about sex, sexuality and gender in the academic curriculum due the diverse experience, aspirations and sociocultural background of its students which tend to increase the lack of dialogue among them. / Partindo do pressuposto que na educação básica e média há poucas discussões sobre sexo, sexualidade e gênero, sendo ocultadas na grade curricular ou abordadas minimamente com uma perspectiva biologista e/ou essencialista, esta dissertação procura permear estas questões através de duas cenas do filme estadunidense Problemas Femininos. Desta forma, ao mesmo tempo em que revejo o histórico e as discussões mais correntes diante da temática procuro entender porque no espaço escolar da pesquisa de campo – Colégio Pré-Universitário – tais discussões não se fazem presente. Esta dissertação toma também como próprio de sua constituição os dados obtidos pela pesquisa de campo através do diálogo com a/os colaboradoræs. Cinco alun@s com a idade de 16 anos de uma escola pública da cidade de Goiânia foram entrevistad@s em um processo misto que reuniu entrevistas semiestruturadas e grupo focal, tendo como base a pesquisa qualitativa com ênfase nos processos de interpretação. A perspectiva teórica abarca os estudos feministas e a teoria queer, procurando desconstruir e clarificar determinadas práticas e discursos sociais, trazendo ainda as possibilidades críticas educativas abordadas pelo campo da cultura visual. Concluo que, além das dificuldades de abordagem próprias da temática, entra em jogo na inserção deste tema na educação a necessidade e dificuldade escolar em dialogar com perspectivas d@s alun@s, com suas variadas experiências culturais e anseios.

Made available in DSpace on 2014-07-29T16:27:52Z (GMT). No. of bitstreams: 1 Dissertacao Monica Mitchell de Morais Braga.pdf: 918606 bytes, checksum: 38dd10f19f37352957fae94e70536667 (MD5) Previous issue date: 2006-12-19 / A Cultura Visual coloca em discussão as imagens produzidas pela arte e as produzidas no cotidiano. Na educação, ela tem como finalidade possibilitar aos indivíduos uma compreensão sobre a cultura e a sociedade em que vivem, bem como a de outras culturas, através de uma aprendizagem em que esses mesmos indivíduos, de uma maneira questionadora, possam construir suas próprias visões e versões diante das representações visuais. Este trabalho propõe uma contextualização das representações visuais na educação, mais especificamente no ensino de arte, através de um projeto de trabalho. O objetivo é evidenciar aspectos nas representações do trabalhador em imagens produzidas por dois artistas do modernismo brasileiro dos anos 30 e 40 e a imagem de um cartaz do DIP (Departamento de Imprensa e Propaganda) do governo deste período. Esta contextualização foi feita, concomitantemente, à aproximação com os estudos da Cultura Visual enquanto abordagem, adotando como referência, sobretudo, a definição de projeto de trabalho de Fernando Hernández (1998, 2000). Para abordar essas representações foram selecionadas, além do cartaz do DIP, as obras Ferro (1938), de Cândido Portinari, e Operários (1933), de Tarsila do Amaral. As imagens modernistas no Brasil, dos anos de 1930 a 1940, evidenciam a opção de importantes artistas modernistas pela temática social. Nas representações visuais selecionadas o tema é empregado para tratar, com diferentes ênfases, a condição de vida de boa parte do trabalhador brasileiro. Através do projeto de trabalho em ensino de arte aqui proposto, apresento essas imagens com o objetivo de explorar uma abordagem mais participativa e questionadora sobre essas mesmas representações. A posição que ocupo nesta pesquisa é de professora/pesquisadora que percorre uma possível trajetória de descrição dessas imagens sugerida pelo projeto de trabalho e que tem a pretensão de colaborar, através dessa contextualização, para uma prática com as imagens no contexto escolar, favorecendo, assim, a compreensão da Cultura Visual que elas representam.

Made available in DSpace on 2014-07-29T16:28:01Z (GMT). No. of bitstreams: 1 ESTETICAS DA EXISTENCIA PART 1.pdf: 220939 bytes, checksum: 22ef569adbc52795342cfe83a7ff729d (MD5) Previous issue date: 2010-04-13 / This dissertation deals about the care of the self as a mediator of the construction of identities, which legitimize the existence of the socio-cultural subjects. Through the visual narratives produced in the scenario of rock festivals, were traced the relationship of fashion as a tool for the construction of identity. The fashion, understood as a social and cultural practice operates as an existential support in the setting of the visual symbolic representation of a given culture at a given time and space history. The figures of speech created by the practices of fashion generate social archetypes that become signs of a life style. The dress becomes a whole system of meaning. The analysis is based on photographs taken of goers of the two festivals (Festival Goiânia Noise and Lollapalooza Music Festival), noting that were considered the subjects photographed and not the photograph itself, as supported by observation. The study was structured considering the symbolic systems as creators of communities of existence and fashion as a form of social practice. Thus, the work is grounded in the discourse of fashion in the form of how identities are determined by simulations made by the groups / tribes and how to establish mediated existence poetics of everyday wear. / Esta dissertação versa sobre as práticas de si como mediadora do processo de construção das identidades, as quais legitimam as existências sócio-culturais dos sujeitos. Através das narrativas visuais produzidas no cenário dos festivais de rock, foram traçadas as relações da moda como instrumento para a construção das identificações. A moda, entendida como uma prática social e cultural opera como um suporte existencial na fixação das visualidades da representação simbólica de uma dada cultura, num dado tempo e espaço histórico. As figuras de estilo criadas pelas práticas da moda geram arquétipos sociais que se tornam signos de um modo de vida. A vestimenta torna-se um sistema inteiro de significação. A análise baseia-se em fotografias tiradas de freqüentadores dos dois festivais (Festival Goiânia Noise e Lollapalooza Music Festival), lembrando que foram considerados os sujeitos fotografados e não a fotografia em si, como suporte de observação. O estudo foi estruturado pensando os sistemas simbólicos como criadores de comunidades de existências e a moda como uma forma de prática social. Deste modo, o trabalho se fundamenta, nos discursos da moda, na forma de como as identidades são fixadas pelos simulacros criados pelos grupos/tribos e de como se estabelecem as existências mediadas pela poética cotidiana do vestir.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-06-27T18:35:14Z No. of bitstreams: 1 PaulaBezerra.pdf: 2847014 bytes, checksum: 844e55fdd848e1409a975329584e5909 (MD5) / Made available in DSpace on 2017-06-27T18:35:14Z (GMT). No. of bitstreams: 1 PaulaBezerra.pdf: 2847014 bytes, checksum: 844e55fdd848e1409a975329584e5909 (MD5) Previous issue date: 2016-11-28 / The present study aims to reflect on the relationship between contemporary art, mediation and visual culture from the perspective of identifying possible contributions to the pedagogy of imaginary. The route proposed presents a theoretical review about the categories in question based on the authors Bachelard, Dewey, Araújo & Araújo, Teixeira, Wunenburger, Mirian Celeste Martins, Dias, Picosque, Raimundo Martins, Cocchiarale and Belidson, proposing a reflection on the imaginary, art and education; an extract of the context of contemporary art, highlighting some aspects of poetic imaginary present in artistic production from São Luís. It covers a survey of three prominent journals in the area of education and art: ANPED Brazilian Education Journal, Education and Society and Visuals on the categories under study in the temporal cut of 2000 to 2014. Discusses yet about the connections between visual culture and the cultural mediation in the contemporary context in art, interlacing concepts and experiences in the creative process of development of this research. Defines under which point of view the methodological path is traced, highlighting the experience as a starting point to guide them and the imaginary part of the construction of poetry of relations and processes of creation. As the North, he emphasizes a/r/tography as a methodological reference that relates the artist, the researcher and the educator as interconnected subjects in this process of analysis. Thus, the proposed reflection seeks to carry out a study of a hermeneutic phenomenological approach that if references in the new vision paradigmatic that proposes to overcoming the dichotomy between the sciences, suggesting a relationship between the categories cited by the analysis of narratives of mediators/educators and artists who work in the cultural scenario of São Luís-MA. Proposing also to construct possible paths for the pedagogy of the imaginary. Thus, 12 artists and 12 mediators / educators were selected, who act with expressiveness in the local scenario from 2014 to 2016, during the period of this research in the Master in Education of UFMA. Finally, it addresses the difficulties encountered in the process, the contributions of the perceptions and experiences of the path traveled, pointing to open dialogues for the continuity of the research. / O presente estudo busca refletir sobre as relações entre a arte contemporânea, a mediação e a cultura visual na perspectiva de identificar possíveis contribuições para à pedagogia do imaginário. O percurso proposto apresenta uma revisão teórica acerca das categorias em questão baseada nos autores Bachelard, Dewey, Araújo & Araújo, Teixeira, Wunenburger, Mirian Celeste Martins, Dias, Picosque, Raimundo Martins, Cocchiarale e Belidson, propondo uma reflexão sobre o imaginário, a arte e a educação; um recorte do contexto da arte contemporânea, destacando alguns aspectos do imaginário poético presente na produção artística ludovicense. Aborda um levantamento de três periódicos de destaque na área de educação e arte: Revista da Educação Brasileira da ANPED, Educação e Sociedade e Visualidades sobre as categorias em estudo no recorte temporal de 2000 a 2014. Discute ainda sobre as conexões entre a cultura visual e a mediação cultural no contexto contemporâneo em arte, entrelaçando conceitos e experiências no processo criativo de desenvolvimento da referida pesquisa. Define sob qual ponto de vista o caminho metodológico é traçado, destacando a experiência como ponto de partida norteador e o imaginário presente na construção poética de relações e processos de criação. Como norte, destaca a/r/tografia como referencial metodológico que relaciona o artista, o pesquisador e o educador como sujeitos interligados neste processo de análises. Para tanto, a reflexão proposta busca realizar um estudo hermenêutico de abordagem fenomenológica que se referencia na nova visão paradigmática de superação da dicotomia entre as ciências, propondo uma relação entre as categorias citadas a partir da análise de narrativas de mediadores/educadores e artistas que atuam no cenário cultural de São Luís-MA; propondo também construir possíveis caminhos para à pedagogia do imaginário. Assim, foram selecionados 12 artistas e 12 mediadores/educadores que atuam com expressividade no cenário local de 2014 a 2016, período de realização desta pesquisa no Mestrado em Educação da UFMA. Por último, aborda as dificuldades encontradas no processo, as contribuições das percepções e experiências do percurso trilhado, apontando diálogos abertos para a continuidade da investigação.

O objetivo desta dissertação é analisar o processo de visualidade, quando da leitura de textos multimodais publicados em jornais brasileiros. A hipótese de nosso trabalho é que, contrário à maneira tradicional de abordar a imagem como documento, isto é, com seu significado estático e inerente a ela, acreditamos que a imagem é uma construção sócio histórica, carregando traços de seu contexto de produção; como tal a leitura e a interpretação dessa imagem serão influenciadas pelo contexto sócio histórico no qual se inserem seus intérpretes/produtores. O trabalho consistiu na contraposição entre análises de imagens jornalísticas e conceitos da Semiótica, Análise de Discurso, Antropologia Visual e Comunicação Visual. / The objective of this dissertation is to analyze visual multimodal texts published in Brazilian newspapers. The hypothesis is that, contrary to the traditional approach to the image as a document with a fixed static and inherent meaning, we believe that the image is a socio historic construction carrying traces of its context of production; as such the reading and interpretation of the image is influenced by the socio-historic context to which its interpreters/producers belong. Our methodology consisted of counterposing the analysis of journalistic images and concepts from Semiotics, Discourse Analysis, Visual Anthropology and Visual Communications.

Esta dissertação tem como questão central as noções de beleza feminina corporal da infância feminina Kaingang moradora da cidade. A investigação foi realizada com dezesseis meninas com idades entre quatro e doze anos residentes em uma comunidade indígena localizada no bairro Lomba do Pinheiro em Porto Alegre. A pesquisa se desenvolveu entre os anos de 2009 e 2011 e buscou investigar, analisar e discutir em que medida as representações de beleza dos corpos femininos veiculadas nos meios de comunicação funcionam como pedagogias visuais e afetam as noções de beleza corporal feminina das meninas Kaingang. Procurou ainda compreender como essas meninas Kaingang absorvem as práticas de embelezamento e da cultura da cidade ao se relacionarem em diferentes territórios urbanos. Foram analisados aspectos corporais relacionados aos marcadores de gênero, classe social, raça e cor como construções históricas, sociais e culturais. A pesquisa de campo de cunho participante foi embasada em aportes da etnografia e em referenciais teóricos dos Estudos da Infância, Estudos Culturais e da Cultura Visual. As análises foram qualitativas nas quais foram cruzados os dados gerados a partir dos dizeres, desenhos e registros fotográficos das meninas Kaingang. Os resultados demonstraram que as meninas Kaingang da cidade possuem preocupações com a aparência de seus corpos que influenciam em suas feminilidades. Pela forma de lidarem com suas peles e cabelos, suas maneiras de vestir e se comportar as análises denotaram que suas valorações quanto ao que consideram ser belo e feio nos corpos femininos são absorvidas por meio das pedagogias culturais e visuais. A investigação explicitou ainda, que as meninas Kaingang sofrem influências dos ambientes territoriais nos quais circulam. Os meios midiáticos ou mesmo sociais e culturais da cidade reverberam nos valores que atribuem à beleza dos corpos femininos e, consequentemente, em suas identidades femininas infantis. / The main objective of this dissertation is clarifying notions of urban Kaingang female children‟s bodily beauty. The investigation was conducted with sixteen four- and twelve-year-old girls living in an Indigenous community at Lomba do Pinheiro in Porto Alegre (RS). The research was developed between 2009 and 2011 and sought to investigate, analyse and discuss how representations for female bodies‟ beauty provided in the media work as visual pedagogies and act on notions of Kaingang girls‟ bodily beauty. It has also sought to understand how these Kaingang girls receive cosmetic practices and the city culture as they live in different urban territories. Bodily aspects concerning gender, class, race, and colour markers were analysed. The participating field research was drawn on ethnographic issues and theoretical referential for Child Studies, Cultural Studies and Visual Culture. Analyses were qualitative and data from Kaingang girls‟ statements, drawings and photographic shots were cross-referenced. The results demonstrated that Kaingang girls are concerned about how their bodies look like, which affect their femininity. In tune to the way they treat their skin and hair, the way they dress and behave, analyses noted that the value of what they regard as beautiful and ugly in female bodies are received through cultural and visual pedagogies. The investigation has also shown that the environment act on Kaingang girls. The city media, society and culture act on values ascribed to female bodily beauty and so their female child identities.

The relationship between modernist fiction and visual culture has received substantial critical attention in recent years. However, many of the studies on this intermediality focus primarily on the drama, poetry, and novels of male authors, with Virginia Woolf being the only significant exception to this rule. I propose that this engagement with the visual in modernist fiction has a different social and cultural significance in the works of women writers. With reference to the short stories of Katherine Mansfield, I will explore the attempt to establish a female literary voice in what was perhaps the greatest transitory period for the role of women in the Western world. Although studies exist that consider the relationship between Mansfield’s writing and modern art and cinema, this thesis will provide a wider context for this period of cultural history. I take a variety of technological advancements into account, examining they ways in which they collectively provided the inspiration behind modernist literature’s new subjectivity of vision. As well as film, I will discuss the arts that developed prior to or alongside it, from the magic lantern to photography, and the impact they had on literature as writers sought new forms of representation. Furthermore, I believe that I will be able to examine this shift in cultural consciousness in a unique way through my focus on Mansfield, an author whose experimental work has received far less critical attention in terms of its engagement with other media than that of her contemporaries. Through reference to the visual arts, Mansfield was able to subjectively focalise her short stories through the eyes of her characters, presenting the ways in which women see and are seen in early twentieth-century society.

This project develops extant theories of political affect and relational identification and affinity formation by tracing how the visual images of an understudied archive--American superhero comic books--work to build multiple, alternative, fitful, inchoate, and sometimes radically creative spaces for visions of the political to take shape and develop over time. By analyzing and interpreting the generic superhero phenomenon of origin stories in comic books and by mapping the formal and narrative techniques used to construct origin stories, I show how received understandings of power, order, justice, violence, whiteness, masculinity, and heteronormativity often linger outside of language in an analytically untapped relational space between bodies--the space of political affect. Visual images of superheroes thus do more than take up space within political sign-systems; I argue them as material engines of affect, as engines of potential and usefully critical political identities and affinities. Superhero comic books, a cultural form often disregarded as childish or even ideologically dangerous, are thus recovered in this project as theoretically complex, offering speculative feminisms, anti-racism, and queer temporalities that link these popular objects of visual culture to ongoing traditions of utopianism and foundational revisionism within American political culture.

Since 1986, the Catholic Our Lady of Victory (OLV) parish of Lackawanna, NY and the diocese of Buffalo have been working to secure canonization for Father Nelson H. Baker (1842-1936), founder of the North American branch of the Association of Our Lady of Victory and the OLV Basilica and Institutes, which, among other services, included a hospital, orphanage and school. Lackawanna is also the site of the Bethlehem Steel Plant closings of the early 1980s, which have come to symbolize the Buffalo region's difficult and troubled transition to a post-industrial economy. Thus, I frame my dissertation with the overall idea that the possibility of Baker's sainthood offers hope for economic recovery to the city of Lackawanna. Specifically, this work seeks to combine the study of material history with the study of lived religion by using performativity as a theoretical tool. Through a comprehensive presentation of the material history of Father Nelson H. Baker from the 1880s to 2006, I demonstrate that material history is a significant, integral and vital component of lived religion. Further, I make the case that devotional practices include creative acts that both provide evidence of Baker¹s sanctity for his cause and contribute to the performative nature of his material history. As such, this work attempts 1)to fill in a gap in the scholarship about contemporary Catholic sainthood in the U.S. by focusing on a specific cause for sainthood, 2) to further develop an understanding of the communal processes of representing sanctity,3) to offer a way of combining analyses of the built environment, material, print and visual culture with the study of lived religion, and 4) to expand the scope of scholarly approaches to Catholic devotional practices by demonstrating that in the Baker case, devotional practices involve a cooperative effort by both official and popular agents in the creation of material items to promote and further a cause. Visual materials are presented in the body of the text in JPEG format

As the United States began to expand imperially beyond the continent, conflicts grew over control of what terms such as “America” and “American” represented—and how to depict them. The so-called “Golden Age of American Imperialism” spawned excited, jingoistic texts that asserted an American identity predicated on exceptionalism and beneficence. Meanwhile, protests arose from, and in, the margins of American literature. Though scholars have rigorously examined the fingerprints left by empire in U.S. culture and literature, we now need to dust for its protestors: the elements and aesthetics of the forces resisting it require further examination. “War in the Margins: Illustrating Anti-Imperialism in American Culture” demonstrates the interplay of grapheme, graphics, and propaganda integral to the anti-imperialist movement in American literature and culture. It argues that hybrid media was essential to anti-imperialist propaganda in the United States at the end of the nineteenth and beginning of the twentieth century. Beginning with Mark Twain's adventure novels and ending with W. E. B. Du Bois's work with the Crisis, “War in the Margins” analyzes intermedia dynamics to highlight how currents of empire play out between aesthetics and imperial politics across and through the page. Each chapter considers intergroup dynamics central to the annexation debates, relying particularly on visual theory, neoformalism, and humor studies, but also attending to book history, especially in the development of imaging technologies. I open by discussing the fluctuating space of home created by narratives in Mark Twain and Daniel Carter Beard's Tom Sawyer Abroad. The second chapter addresses the impact of humor and empathy on intergroup dynamics in Ernest Howard Crosby and Daniel Carter Beard's Captain Jinks, Hero. I move beyond the domestic in my third and fourth chapters. The third examines the use of photography and hybrid media in the battle between Mark Twain and King Leopold II, a conflict exemplified in King Leopold's Soliloquy and its response, An Answer to Mark Twain. The final chapter returns to the United States through the proto-modernist periodical work of Pauline Hopkins and W. E. B. Du Bois. I emphasize the ways textual aesthetics articulate national and international dynamics central to conceptions of what it means to be an American, concentrating on the ways aesthetic concerns amplify currents and voices that would ordinarily be marginalized. I contend that a close attention to multimodal aesthetics significantly contributes to discourses surrounding narratives of national and transnational communities and provides a deepened understanding of the struggles surrounding constructions of American citizenry.