Navegando por Assunto "Arte - estudo e ensino"

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Modalidades circenses e a formação da licenciatura em teatro na Escola de Teatro e Dança (UFPA).
(Universidade Federal do Pará, 2020-09-30) ASSUNÇÃO, Heloá Rodrigues; MARTINS, Benedita Afonso; http://lattes.cnpq.br/6379814397024971
This research deals with circus modalities in the Theater Degree course at the School of Theater and Dance of the Federal University of Pará (ETDUFPA) and aims to highlight the contribution of fundamental circus activities for the better development of body expressions and expanded knowledge. The Theater Degree course, for now, offers the disciplines of Clown and Animation Theater, in which I interned as a participating researcher and, in addition to observation and participation in classes, I interviewed students and teachers. Supported by authors from the circus area such as: Ermínia Silva, Mario Bolognesi, Eliene Benicio, Rodrigo Dupratt, Marco Bortoleto, Marton Maués, Aníbal Pacha, among others, I focus on the interweaving of circus and theater that has taken place since the beginning of the show, emphasized in the show created by Philip Astley in 1770. In this conception, the circus starts to dialogue systematically with other artistic languages. Since the creation of circus schools in 1970, the knowledge transmitted under the canvas has spread to other spaces, including academia. Through this diffusion, circus modalities start to constitute the curricula of several courses related to the performing arts and corporal practices. The research unfolds in four moments: a synthesis about the origins of the circus show and its modalities; the contributions of circus arts to the educational environment and the interweaving between the modalities already existing in the curriculum of the Degree in Theater; in addition to the affections existing in the researcher's teaching practice. The research also points out the need for the inclusion of other modalities in the initial training of the theater teacher, as desired by the interviewees.
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/3188863381591509
This 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.