Navegando por Assunto "Curadoria"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Oficina de curadoria para o ensino de línguas estrangeiras
(Universidade Federal do Pará, 2022-07-19) MONTEIRO, Eliene Botelho; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879
This research entitled Applications curation workshop for the teaching of foreign languages consisted in the development of an educational product resulting from a workshop given to undergraduate students in English Language and Literature from Faculdade de Letras Estrangeiras Modernas (FALEM), at Federal University of Pará (UFPA) – Belém campus, studying the subject Technologies in the Teaching/Learning of Foreign Languages. The Workshop consisted of six stages, which were later validated by a Panel of Experts. This Panel comprised two teachers trained in the area of teaching and learning English, training teachers of English and technologies in teaching and learning in the target language. The research was based on studies of digital curation in the educational context (NESBIT, BELFER, LEACOCK, 2009; CORRÊA, BERTOCCHI, 2012; RAMOS, 2012; SILVA, 2012; CASTILHO, 2015; DESCHAINE, SHARMA, 2015; among others); technologies in the teaching and learning of foreign languages, citing the works of Gardner and Davis (2014), Chen (2016), Nunes e Bergmann (2019), Araújo (2020), Al-Sarf (2020), Scheifer and Rego (2020), Policarpo, Nunes e Bergmann (2020), among other authors; and in digital competences from the recommendations of the Council of the European Union (2018), specifically, the competences arising from The European Framework for Digital Competence of Educators (DIGCOMPEDU), prepared by Redeker and Punie (2017). To analyze the data generated from the educational product, qualitative and quantitative approaches were used, following the principles of action research. The results reveal that it is possible to use applications that were not designed for educational purposes from theoretical-practical discussions on the themes of curation of digital educational resources, mobile learning, and authentic material, followed by an application evaluation matrix and planning of activities classes. Furthermore, the results also point to the need to expand reflective and critical discussions for the selection and evaluation process of curatorship of digital educational resources in initial foreign languages training courses.
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.