Navegando por Autor "SANTOS FILHO, Alexandre Silva dos"

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Acesso aberto (Open Access)
Arte relacional na Amazônia estudo sobre a ação BarcoR – Estética Tocantina
(Universidade Federal do Pará, 2015-06) BOTELHO, Deize Almeida; SANTOS FILHO, Alexandre Silva dos
This research aims to re ect on the BarcoR – Estética Tocantina (BoatR – Tocantins Aesthetics) project from the perspective of a relational art, about the life of Amazonian riverside workers on the Tocantins river in the Marabá area – Pará State. We attempted to grasp into the intercultural relations among boatmen and visual artists (from the town of Marabá and São Paulo City), which established an ongoing dialogue in building an image that could express their region, this small spot in the micro-region of Marabá. this is a case study that raised critical reflections on local reality; valued cultural assets, tangible and intangible actions of boatmen and artists involved; it has brought new meanings for and into the life of the place
Acesso aberto (Open Access)
O desenho animado e o encanto do herói na TV
(Universidade Federal do Pará, 2013-04) SANTOS FILHO, Alexandre Silva dos
Playing with animated cartoons is quite revealing. They allow the child to play a role in the relationship and interaction process, affecting thus the ludic meaning. The aim is to reflect on the role of the child’s graphic representation as the mediating factor in ludic behaviour. Therefore, this paper also discusses the meaning of the graphic toy in the lives of children, especially when influenced by hero characters from animated cartoons. It also attempts to bring important concepts together, such as: liminal and liminoid, which characterise the ludic behaviour between art and child’s play; ludicity as an element of consequential nature; entertainment – sensitive and free; and imagination mechanisms. This reflection is based on the image references of animated cartoon series broadcast on Brazilian television. Finally, it will be said that playing with graphic forms of hero characters promotes relationship capacity and interaction with other children