Navegando por Orientadores "MALCHER, Maria Ataide"

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Cartografia movente: uma postura de pesquisa em comunicação na Amazônia
(Universidade Federal do Pará, 2013-08-30) MIRANDA, Fernanda Chocron; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906
In this dissertation, however, we propose a discussion of what we call moving cartography, that is a result of several articulations traced in the ways and reways that we establish in the dialogue with life and work of Jesús Martín-Barbero and his perspective of "cartography that moves". The moving cartography presents itself as a posture of research, in which the investigator allows himself to affect by what he studies, revealing the different faces of a diurnal and nocturnal science, from what he is a researcher integrally and that what constitutes him as sociocultural integrates the research and drives his ways. As a central element for discussions about moving cartography are some key situations that I experienced in specific empirical sceneries of the state of Pará and that delineated my academic formation even before the entrance in the Post-Graduation. In the work of being a researcher and researched, I commented on the challenges and singularities that delineate the empirical sceneries of the region, especially from the concept of forest-cities observed by Pacheco (2006), one of the examples that I dare to identify by communicational realities (therefore, sociocultural), by understand, from authors of the communication area, such as Vera França and José Luiz Braga, that the communication is constituted as a strength which gives league to the social, what connects people culturally. So, also demarcate my position concerning the epistemological discussion of the Communication area, which calls the attention of the researchers to the importance of establishing a “special angle to look at the society”, what, on the other hand, does not invalidate the moving cartography and yes it delimitates its angle of entrance. In this sense, the work approximates of the discussion of what would be to investigate the study object of the communication and what the contribution of our area is for the comprehension of communicational realities (therefore, sociocultural) that we observe in the moving landscape from Amazon.
Acesso aberto (Open Access)
Depois de todo esse tempo? Sempre: um estudo de interações e experiências estéticas de fãs brasileiros e belgas da saga Harry Potter
(Universidade Federal do Pará, 2018-09-27) FLORÊNCIO, Felipe Jailson Souza Oliveira; GEERTS, David; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906
This research aims to understand how interactions and experiences of Brazilian and Belgian fans with the Harry Potter saga constitute communication processes, having as a starting point their practices in social media on the Internet. For this, we carried out a comparative study with ten Brazilian participants and eight Belgian participants, through a methodological arrangement constructed with inspiration in principles of ethnography for the Internet (HINE, 2000; 2015), from the combination of qualitative methods: online observation of participants' social media on the Internet during 30 days, semi-structured interviews with these participants (BLANDFORD; FURNISS; MAKRI, 2016), description and comparison of the data obtained in the online observation and articulation of it with the thematic analysis (BRAUN; CLARKE, 2006) of the data obtained in the interviews. The research has as main theoretical contributions the relational approach of Communication (FRANÇA, 2016a, 2016b, 2018a) and studies in Aesthetics of Communication (BARROS, 2016; BRAGA, 2010; CARDOSO FILHO, 2011, 2016; DEWEY, 2010; DUARTE, 2012, 2014, 2016; GUIMARÃES, 2016; JIMENEZ, 1999; MARQUES, MARTINO, 2015; MARTINO, 2016, PICADO, 2014, 2016), social media on the Internet (RECUERO, 2014; 2017), fans (COSTA, 2018; HILLS, GRECO, 2015) and mediatization (BRAGA, 2011). As a result of the study, we obtained a comparison between the types, formats, references, elements and feelings involved in the online interactions collected in the social media of the participants, as well as identifying, from the thematic analysis, seven dimensions of the communication processes of these subjects, related to these online interactions: contexts, feelings, relations, practices, temporalities, being fan and experiences. We also analyzed a keyword definition activity in the interviews with the participants, through which it was possible to relate the feelings involved in their online interactions with their experiences.
Acesso aberto (Open Access)
Desbravar novos mundos: experimentando a potencialidade da websérie animada na divulgação de conceitos da Neurociência
(Universidade Federal do Pará, 2019-05-20) SILVA, Aislan de Paula Ferreira da; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906; https://orcid.org/0000-0003-4687-1840
This dissertation presents the results of the research "Breaking new worlds: experiencing the potential of animated webseries in the dissemination of concepts of Neuroscience". The research was an experiment in audiovisual language, in animated 3D webseries format. At the end of its production it will be composed of three episodes in three-dimensional animation format and made available on an open and free platform. His conception and production was mainly based on the hypermedia concepts of Gosciola (2003), animation of Chong (2011) and Nesteriuk (2011), audiovisual language of Coutinho (2006), process of learning and creation of products aimed at education of Filatro (2008, 2015), and Pallottini's narrative construction (1989, 1998, 2005). From the conceptual orientation, the proposal was to explore to the maximum the multimedia resources as potential mechanisms for understanding concepts of Neuroscience - such as reasoning, memory and learning. Thus, in addition to bibliographical research, we used: documentary, videographic and visual research; brainstorming techniques; interviews; panel of experts and curators. This dissertation presents the reader with the process of constructing a hypermedia narrative, as well as the multimedia scripts, the concepts and model sheets of the characters, the storyboards and the animatic of the episode "Traveling is necessary - how do I know that I am going in the right direction? ", available on the Thinglink platform.
Acesso aberto (Open Access)
DESIGN KIT EDU: um toolkit para promover a criatividade na aprendizagem
(Universidade Federal do Pará, 2020-04-24) SOUZA, Karina Cristina Martins de; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906
This dissertation aims to present the conception and materialization of an educational content for higher education that uses Design Thinking (DT) as a teaching-learning strategy, with the goal of fostering the exercise of creativity and problem solving. The content is entitled “Design Kit EDU”, created with the aim of providing interactions between teacher-student, student-student, teacher-content and student-content, from which teachers feel encouraged to plan different activities, using a set of artifacts in their classes, at the same time that students are motivated to develop varied skills and establish relationships with knowledge (cognitive domain), doing (psychomotor domain) and being (affective domain) . The content consists of four artifacts, namely: the “Composition Chart”, the “Empathy Dice”, the “Ideas Lane” and the “Feedback Cards”. All of these artifacts establish guidelines by the Design Thinking (DT) methodology, which means they are centered on the subjects who are part of the interactions or who may benefit from the interactions. This proposition has as a theoretical reference the discussions on design, Design Thinking (DT), Instructional Design (DT), active methodologies and creativity. For the development of the research reported in this dissertation and its product, different methodological procedures were adopted. The approach was qualitative and, among the procedures, bibliographic, documentary and experimental research were used. For the stage of content planning and design of the artifacts, the stages of the “classic” Instructional Design were used. The artifacts were made with analog interactions, which means that part of the materials were built in a tactile and fixed way, while the other part is made of glued or sewn with different papers, cutouts, textures and visuals. 14 inspirations were consulted during the research and all, in some way, deal directly or indirectly with the themes “Design Thinking”, “creativity” and “problem solving oriented to the educational context”, even though most of the inspiring materials deal with the corporative education. Finally, in this dissertation, the artifact verification process is reported, which was configured as a pilot study whose sessions followed a semi-structured script (Evaluation Matrix), in which the main product of this work, the “Design Kit EDU”, was briefly presented and submitted to the guests' analysis. The sample of specialists was formed by 20 guests, mostly teachers of Higher Education at the Universidade Federal do Pará (UFPA). However, the sessions also included professional master students from the Postgraduate Program Creativity and Innovation in Higher Education Methodologies (PPGCIMES), recent graduates, masters and graduates of the Program, in addition to professors linked to other educational institutions. From this verification process, it was possible to receive several contributions, some of which have already been incorporated into the product presented in this dissertation and others will be analyzed later for the future improvement of the educational content and its artifacts.
Acesso aberto (Open Access)
Os dispositivos e episódios interacionais do Projeto Newton da Universidade Federal do Pará
(Universidade Federal do Pará, 2015-01-30) BARION, Daniella Gois Ariston; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906
This dissertation deals with the analysis of Interactional devices and Interactional Episodes that configure the communication processes of the Newton Project, we are seeking to understand how these processes demonstrate the involvement of technology in the construction of meaning by the participants of the established relationship system. Such processes are called, for Braga (2012c), as Social Invention Interactional Steering, when technology adds value to society, showing that the importance is not in the apparatus but in the communicative processes. The Newton Project is an experimental action, of the Federal University of Pará, for the qualification, of Calculus education to Engineering students. We chose this project as empirical object for tensioning the theory as we consider an innovative proposal in the education field by combining canonical and contemporary practices woven from the media. Thus, we use concepts of Braga (2011c; 2012b), Interactional Devices are the places where we can explain the system of relations and realize the Interactional Episodes, from which we developed the methodology of observation and description indicated by the author. Thus, we analyze the system of relations constituents of communication processes in Newton Project in four identified devices: the Lesson Program, which is configured as the central device of the fabric of communication processes in the Project, as well as tutoring, Moodle and Facebook, these are know to us, as environments of widespread interaction. In the analysis, we find that the interaction processes are tentative and their intensity and their extent depend on the articulations, exchanges and negotiations held by the subjects. Although students, as young people, are accustomed to the use of ITCs in daily life, there is a huge difficulty of breaking culturally constituted educational habits. This occurs not only with students but also with teachers, tutors and others envolved in the project team with members of different backgrounds. Thus, while we realize that education is distant from the meaning of life, it is impossible to turn it into Social Invention Interactional Steering.
Acesso aberto (Open Access)
Português Pai D’Égua: web app Fonético-cultural bilíngue. O Ensino do Dialeto belenense, como Língua de Acolhimento, a imigrantes e refugiados venezuelanos
(Universidade Federal do Pará, 2023) LEÃO, Nancinilde Cartágenes; ALVAREZ, Maria Luisa Ortiz; http://lattes.cnpq.br/0562632464695581; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906; https://orcid.org/0000-0003-4687-1840
Acesso aberto (Open Access)
Práticas comunicativas em ambientes periformais de aprendizagem: um estudo com jovens em Cametá
(Universidade Federal do Pará, 2016-03-10) MIRANDA, Marcilene do Carmo de Oliveira; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906
The central focus of this research guided us to observe and analyze the communicative practices woven into two public high schools in the city of Cametá: the State Preparatory High School Júlia Passarinho and the Integrated Center of Professional Education of Cametá/National Service of Industrial Learning-State Secretary of Education (CIEP/SENAI-SEDUC). Throughout this movement, we feel the need to elect a new environment for observation, the periformal learning environments, because we believe that, at the formal school spaces, communication practices are still guided in a transmissive view of teaching and learning. These periformal places include the circulation spaces and students' letup, as: canteens, corridors, courtyards, entrance halls, courts, stands, gardens, anyway, spaces in which materialize the heterogeneous relations of students groups. To analyze the communicative practices, we go through the methodological clues of interactional approach in an attempt to perceive the main movements of students, crossed by reflections of important authors of Communication, as well as other areas. The empirical activities, exploratory and of direct contact in the field, were responsible for organization of sample research and most relevant methodological strategies. Thus, from observations and conversation circles with students (that happened in times of breaks and gaps of young), we met an axis of meanings clustered in some specific categories of analysis: "the face to face interaction" was central articulating in the entire process; the "brotherhood", the "cliques" and "isolation" constituted forms of relations and perceived gatherings; the "entertainment", the "routine flight", the "prejudice" and "pretenses" were operators that supported further other discussions at the all studied. In this movement, we understand that the educational process is essentially communicative, in which tensions important elements, such as: the other, the reciprocity, the engagement, the mutual affectation, the constitution of subjects in communication etc. Thus, we see the school as a scenic area where interact actors, who in certain scenarios, play different roles. The dynamics of communicative practices observed during the research revealed features of a process that structures and moves on the centrality of face to face, in which we observe a subtle incidence of technological devices present in some situations of communication. The periformal learning environmentsshowed itselves as spaces, par excellence, of the communication, because in them was possible to observe subjects that constitute each other mutually.
Acesso aberto (Open Access)
Publicidade e ciência: narrativas na tv aberta
(Universidade Federal do Pará, 2017-03-22) SOUZA, Weverton Raiol Gomes de; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906
The objective of this dissertation is to understand how science is used in the narratives of advertisements broadcasted, between June and September of 2013, on TV Liberal and Record Belém broadcasters, both located in Belém, Pará. Our proposal is an outcome of the research “Representations of Women Scientist at Brazilian TV and on Teenagers Imaginary”, in which we perceived the occurrence of the utilization of science on advertisements in the program schedule of free-to-air TV. Using the data collected in that research, we made a new corpus of 83 advertisements aiming to analyze how science configure the advertising narratives. With the research and bibliographic review, we saw that advertising is heavily articulated to the market and our day-to-day lives, revealing itself as a mediation of communicational processes and a model constructor (TOALDO, 2005; GOMES, 2008; PIEDRAS, 2009; TRINDADE, 2012; MOTTA, 2013). To analyze the use of science in these narratives and discuss the relation that this use stablishes on society, we follow the analytic proposal of Motta (2013) that consists on seven acts. These analytic acts allow us to decompose and recompose the narratives focusing on the processes of communication that pass through television advertisements. We identified and discussed nine strategies of science utilization on the construction of advertising narratives, which are: (i) the scientific component; (ii) the scientific environment; (iii) the invitation to experimentation; (iv) the relation with innovation; (v) fiction and reality; (vi) the scientific animations and illustrations; (vii) the specialist and scientist characters; (viii) the celebrity characters; (ix) and the non-specialist characters. Those strategies stablish a notion that the scientific knowledge is a source of solutions to everyday problems by providing a creation and innovation environment capable of generating technologies that promote new social practices and are incorporated to the daily lives of the social subjects.
Acesso aberto (Open Access)
Sentir e pensar a performance - Performar o pensamento: diário e sequência de orientações para aprender a aprender a partir da Performance
(Universidade Federal do Pará, 2022-08-24) PINHEIRO, Marília Navegante; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906; https://orcid.org/0000-0003-4687-1840
I sewed the path of this research directly relating it to my memories as a student, teacher, performer and researcher. In this dissertation I expose the development of an educational process which consists of a sequence of systematized performance guidelines, which are contained in the materiality of a diary intended for the teaching public in the scope of Higher Education. I also expose fragments of clipping made between the years 2014 to 2018, which deals with the presentation, respectively, of actions entitled: Destroy this Diary (2014); Stoning (2015); XVIII Arte na Escola Cidadã Award (2017); Aulas Performáticas (2018), subsidies that led me to develop a succession of ideas and that inspired the proposal for an educational product. Thus, the general objective of the research was to present a sequence of performances, actions organized with the intention of triggering experiences through instructions that enhance learning processes in formative contexts. Involved with the research line Creativity and Innovation in Educational Products and Processes (CIPPE), this research also aimed to highlight the development of the product, starting methodologically from the presentation of traces of performances, records of memories that aim to expand the notion of performance, learning processes , of experiences with the body, as well as articulating and developing, in addition to reflections, sensitizing practices for training and/or training contexts. Thus, the sequence of performative propositions, actions that are organized to trigger experiences through poetic instructions, were assembled within the materiality named: Todos Somos Performers. These propositions are systematized orientations of performative actions and/or performances which can be experienced, lived and/or felt in the body in different ways. I resorted to the biographical method with the perspective of justifying a process of personal awareness in the midst of the actions and experiences that I consider formative (NÓVOA; FINGER, 2014), integrating them with the theoretical and methodological perspectives of qualitative research and the montage method (HUBERMAN, 2016) in their daily rituals in order to answer the question: how to constitute and develop an action that triggers teaching and learning experiences in formative processes, based on performance? Subdivided into four chapters plus final considerations, it sought to reflect the concept of experience (LARROSA, 2011) in the course of writing as a point of great emphasis to rethink, perform thoughts, practices, knowledge in formative processes that culminate in transformative and self-formative paths. Since this process sparks several possibilities that start from self-knowledge to experiments with the other in symbolic, aesthetic, sensorial, communicative actions. What is proposed with the experiment range from ordinary everyday behaviors such as walking, talking, touching, looking, to the development of other performances that ritualize actions different from everyday life, as they are thoughts in/with action (SCHECHNER, 2012) in its complexity of assembly and disassembly in a process of unfinished gestures (SALLES, 2011) and construction of other possible knowledge.
Acesso aberto (Open Access)
TV aberta no Marajó: usos e apropriações pelos moradores da comunidade São Pedro em Breves-Pará-Amazônia
(Universidade Federal do Pará, 2012-06-25) RODRIGUES, Ronaldo de Oliveira; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906
The focus of this research was to investigate the role of mass media and their production in communication processes from the analysis of the uses and appropriations of the content of network TV by residents of the São Pedro community (Breves-Marajó-Pará). From reception study carried out for three months, and previous visits to the official date of field activities, was formed the corpus, which includes a set of statements of community residents, in which the record was made either by exploiting “the cues symbolic" from the technique of ethnographic observation of communication, now considering techniques such as oral history or focus group. Elected to three groups - children, adolescents and adults - so that one could compare and discuss the research results regard to the uses and appropriations of the content of television programs. Identified that television takes on religious significance in a traditional catholic community, even considering the strong presence of other mediations. Furthermore, television formats and genres shape, decisively, the communication processes of each group investigated. It was also found that the telenovela is the programming that acts as an element of communication integrating family streamlining the daily lives of residents and focusing, including, the reception of other media products, indicating significant aspects for understanding the role of mass media in the communication processes in the Amazonia.