Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T22:23:56Z
No. of bitstreams: 1
RivaldoBevenutoDeOliveiraNeto_DISSERT.pdf: 2841348 bytes, checksum: a76d5b2b6df5559fc81142e17f4e642e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-25T21:35:35Z (GMT) No. of bitstreams: 1
RivaldoBevenutoDeOliveiraNeto_DISSERT.pdf: 2841348 bytes, checksum: a76d5b2b6df5559fc81142e17f4e642e (MD5) / Made available in DSpace on 2016-02-25T21:35:35Z (GMT). No. of bitstreams: 1
RivaldoBevenutoDeOliveiraNeto_DISSERT.pdf: 2841348 bytes, checksum: a76d5b2b6df5559fc81142e17f4e642e (MD5)
Previous issue date: 2015-02-27 / O ensino de Arte em interface com as defici?ncias, ao longo dos ?ltimos 30 anos, tem
sido um tema de interesse crescente em pesquisas no meio acad?mico, sobretudo no
que se refere ? Educa??o Especial, por?m ainda apresenta certa escassez no tocante a
socializa??o de estudos que discutam esse ensino na perspectiva da educa??o
inclusiva. Diante desse cen?rio o objeto de estudo desta investiga??o ? a abordagem
inclusiva do desenho no contexto escolar, apresentando como objetivo geral a
constru??o de uma proposta de interven??o pedag?gica em Artes Visuais, a qual teve
como refer?ncia o desenho e seu processo de constru??o, mediante a participa??o de
alunos videntes e n?o videntes. Para tanto, a abordagem metodol?gica utilizada, de
natureza qualitativa, foi a pesquisa-interven??o, a luz dos princ?pios bakhtinianos do
dialogismo e da alteridade, com caracter?sticas de estudo explorat?rio. O l?cus da
pesquisa foi a Escola Estadual Almirante Newton Braga de Faria, a qual est? localizada
no bairro do Alecrim na Zona Leste do Natal/RN e mant?m proximidade com o Instituto
de Educa??o e Reabilita??o de Cegos ? IERC/RN. A turma escolhida para a interven??o
foi o 7? ano C do turno vespertino, a qual apresentava um p?blico com idade entre 12 e
16 anos, num total de 27 alunos matriculados, sendo tr?s alunos com defici?ncia: 02
alunas cegas e 01 aluno surdocego com perdas auditivas e visuais leves. Como
interlocutores da pesquisa tamb?m se pode contar com a professora de Arte que atuou
como colaboradora, bem como o professor da Sala de Recursos Multifuncionais da
institui??o de ensino. Os instrumentos e procedimentos de pesquisa foram a
observa??o, a entrevista semiestruturada, o di?rio de campo e o registro
fotogr?fico/videogr?fico. No itiner?rio da pesquisa foram realizadas 10 oficinas com
sequ?ncias did?ticas multissensoriais, articulando as express?es corporal, t?til e gr?fica
como intr?nsecas ao processo de leitura e produ??o do desenho de alunos videntes e
com defici?ncia visual. O processo e os dados constru?dos na pesquisa permitiram uma
reflex?o sobre as experi?ncias culturais com o desenho no contexto escolar e sobre as
intera??es entre videntes e n?o videntes na produ??o e an?lise de desenhos t?tilvisuais.
Assinalam, ainda, a constru??o de uma abordagem de ensino de desenho no
contexto da classe comum, a partir de oficinas pedag?gicas que possibilitem intera??es
art?sticas e est?ticas na perspectiva da inclus?o escolar. Desse modo, defende-se que a
mobiliza??o das express?es t?til, corporal e gr?fica, podem ser adotadas em uma
abordagem multissensorial que possibilite um enfoque pedag?gico que envolva todos os
alunos e n?o se restrinja ? presen?a de alunos com defici?ncia visual. / Over the past 30 years, Art Education in interface with disabilities has been a subject
of increasing interest in research in academia, especially with regard to Special
Education, but still has some shortages in terms of socialization studies to discuss
this type of teaching from the perspective of inclusive education. In this scenario, this
paper presents an analysis from the field of teaching Visual Arts in the context of
school inclusion, with emphasis on teaching drawing to the visually impaired. The
conducted literature indicates a number of authors who discuss teaching drawing to
people with visual disabilities, who are dedicated primarily to the Special Education
context. In this sense, the shortage of research that discuss this teaching from the
perspective of inclusive education, this research aimed at the inclusive approach to
teaching drawing in the school context. Thus, the aim of this study was to develop a
proposal for a pedagogical intervention in Visual Arts, with reference to drawing and
its construction process, with the participation of seeing and unseeing students.
Therefore, the methodological approach, which was qualitative, was the intervention
research, in the light of the Bakhtinian principles of dialogism and otherness, with
exploratory study characteristics. The locus of the research was the State School
Admiral Newton Braga Faria, which is located in Alecrim, on the East Zone of Natal /
RN and is near the Institute for Education and Rehabilitation of the Blind - IERC / RN.
The class chosen for intervention was the 7th grade ?C? afternoon shift, which had
children aged 12 to 16, with 27 students enrolled, three students with disabilities: 02
blind girls and 01 deafblind boy with light hearing and visual loss. As interlocutors of
the research, we could also count on the Art teacher who served as a collaborator,
as well as teacher in the school?s Multifunction Resource Room. The instruments and
research procedures were observation, semi-structured interview, field diary and the
photo / video recording. In the development of research, we conducted 10 workshops
with multisensory teaching sequences, articulating the physical, tactile and graphical
expressions as intrinsic to the reading and production of drawing for both seeing and
unseeing students. The process and data built on research allowed for a reflection on
cultural experiences with drawing in the school context and on the interactions
between seeing and unseeing students in the production and analysis of tactile-visual
drawings. They also point out the construction of a teaching approach to drawing, in
the context of the common class, from educational workshops that enable artistic and
aesthetic interactions from the perspective of school inclusiveness. Thus, we argued
that the mobilization of the tactile, physical and graphical expressions can be
adopted in a multisensory approach that enables a pedagogical focus that involves
all students and is not restricted to the presence of students with visual impairment.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19844 |
| Date | 27 February 2015 |
| Creators | Oliveira Neto, Rivaldo Bevenuto de |
| Contributors | 40692345434, http://lattes.cnpq.br/1834832958808690, Martins, L?cia de Ara?jo Ramos, 08588287404, http://lattes.cnpq.br/4028503466396532, Reily, L?cia Helena, 81356013872, http://lattes.cnpq.br/2137953768970405, Silva, Luzia Guacira dos Santos, 32434472400, http://lattes.cnpq.br/1032425601643160, Alves, Jefferson Fernandes |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0031 seconds