Dissertações em Artes (Mestrado) - PPGARTES/ICA
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/6806
O Mestrado em Artes, em 2008 foi autorizado pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) com funcionamento no Programa de Pós-Graduação em Artes (PPGARTES) do Instituto de Ciências da Arte (ICA) da Universidade Federal do Pará (UFPA).
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Item Acesso aberto (Open Access) Entre a docência e o fazer artístico em artes visuais: a atuação de professores-artistas na educação básica de Belém e Ananindeua (Pará)(Universidade Federal do Pará, 2021-01-29) RODRIGUES, Ailzon Gonçalves; BRITTO, Rosângela Marques de; http://lattes.cnpq.br/3188863381591509From the understanding of the teacher-artist as a hybrid professional who has his actions moving between being a teacher and being an artist. And how the dialogical relationship of these professions brings benefits that, many times, can be suppressed in view of the obligations related to the teaching of Art. Searched in the performance of this professional reasons to avoid his detachment in Art and conciliate the artistic making with the pedagogical practices in basic education schools in the municipalities of Belem and Ananindeua. Therefore, the research aimed to understand the ways in which the relationship between the pedagogical practices of the teacher-artist in basic education and artistic productions develops. In addition to analyzing the contributions provided by the interaction of these activities and the methods used to realization of this conciliation. For this, the qualitative research, used as tools of data collection the semi-structured interview with six teachers from basic education of Art and the participant observation in the classroom. So, it was determined that the professionals to be investigated should have some characteristics, such as degree in Visual Arts or Artistic Education, working in basic education, regardless of the levels of experience with Art teaching and develop works and / or artistic experiments, regardless of the techniques or purpose with the art system. The teachers, under indication, would be previously investigated through the Lattes Curriculum before contacting them, which would allow to know more about the formation of these professionals, their historic of teaching and artistic performance. This way, the results showed how important the aesthetic and artistic experiences are for these professionals, which seek to keep them active, either in parallel activities or in the construction of pedagogical actions so that they can integrate the teaching-learning processes in Art together. Although this relationship has not been so evident in the actions in the classroom and does not have the support of the school, in the observations made it was not continuously present. So, it was understood that artistic making and teaching are activities inherent to the teacher-artist. For this reason, even in the face of the difficulties of several orders present in the basic education, this professional will seek ways for the coexistence of these processes in harmony, and feedback continuouslyItem Acesso aberto (Open Access) Mídias digitais na formação docente em Artes Visuais: Experiências no Plano Nacional de Formação de Professores da Educação Básica (PARFOR), realizadas em Alenquer/PA - 2020(Universidade Federal do Pará, 2022-06-27) ALMEIDA, Sandro Pereira de; BRITTO, Rosângela Marques de; http://lattes.cnpq.br/3188863381591509The research is about my critical reflection about teaching-learning experiences in Visual Arts, through new media, in my teacher training as a teacher trainer in the National Plan for Basic Education Teacher Training (PARFOR). Having as methodology, axes that expand in the field of art education between appreciation, contextualization and practice, with the discipline of animation laboratory, through the construction of sceneries, confection of characters and elaboration of small videos in stop motion. Presenting in its themes, social and cultural issues, emphasizing a contemporary vision of the disciplinary contents carried out in the city of Alenquer, located in the region of the lower Amazon in the State of Pará, in the year 2020. In this region, the local reality, was considered as well as an analysis of the problematic between technological democratization, precariousness regarding internet access, generational conflict, and accessible teaching practices. It is considered that the experiences to be presented in this research, provided a mutual understanding between the teaching of Visual Arts and accessible and collective technological dynamics in higher education with results aimed at basic education mainly in the public sphere.Item Acesso aberto (Open Access) Perspectivas outras para Belém: Análises autocríticas sobre arte educação no contexto não formal e informal(Universidade Federal do Pará, 2022-06-30) FREIRE, Camila Ferreira Araujo; BRITTO, Rosângela Marques de; http://lattes.cnpq.br/3188863381591509This work presents reflections on how educational processes in Visual Arts can happen through curatorial processes, informal educational practices, and digital cultural mediations, which occurred in the context of a pandemic. To do so, I analyze three exhibitions that took place in 2019 and 2021, in which I actively participated in the curatorial processes and was able to analyze them from the inside out. For this analysis, I used the case study method with an interpretative bias, having the bibliographic research in different sources and the collection of data via participant observation as methodological procedures, which made it possible to interpret the experiences through the lines of the facts that were experienced. For the dialogue I shared the theoretical teachings of Paulo Freire (2019), Carlos Rodrigues Brandão (2007), Timothy Ingold (2010) e Jorge Larrosa Bondía (2002) to understand the different types of education and their different ways of learning; Éder Chiodetto (2013), Felipe Scovino (2016), Carolina Ruoso (2019), Maria Amélia Bulhões (2014), Rosangela Britto e Marisa Morkazel (2020) were responsible for conversing with me about curatorial processes and the art system in their national and local context; Djamila Ribeiro (2019a, 2019b), bell hooks (2017, 2019), Homi K. Bhabha (2001), John Fletcher (2020a, 2020b) e Rafael Bqueer (2020) to discuss identity revisions in the Brazilian art system; Ana Mae Barbosa (1991), Inês Ferreira (2014), Tereza Scheiner (2003), Teixeira Coelho (2004) to analyze cultural mediation through the artwork itself; Edward Taylor (1871), Franz Boas (2010), Clifford Geertz (2011, 1973), John Fletcher (2019) were the authors who helped to outline a brief conceptual introduction to Culture; Evelyne Patlagean (2005), Gilbert Durand (2001), Michel Maffesoli (2001) e Lucia Santaella (1999) composed the concepts about the formation of the Imaginary; and, finally, Oswaldo Francisco de Almeida Junior (2008) and Pierre Levy (1999) to glimpse the communicational and digital universe during the pandemic 2020/2021. I understand this dissertation as a self-critical analysis of professional experiences that made it possible to discuss other perspectives, places, and knowledge for art education, so I wish to have contributed to expand the educational processes in Visual Arts and to have helped to promote the diversification of local thinking about the role of Visual Arts and its importance in the formation of sociocultural perspectives.