Navegando por Assunto "Storytelling"

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Acesso aberto (Open Access)
Contação de histórias no ensino-aprendizagem de ciências na perspectiva da inclusão
(Universidade Federal do Pará, 2019-11-19) DIAS, Helen do Socorro Rodrigues; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972; https://orcid.org/0000-0001-5750-5868
The following research is about the process of teaching-learning of science through the ludic strategy of storytelling for people with disabilities (PwD), articulated with the concepts of language, regarding a dialogical context in the education field. Having as an object, the analysis of telling and retelling practice of stories in the dialogical teaching-learning of science, that works with the scientific knowledge for the PwD, in the perspective of educational inclusion. Therefore, this research is based on the studies of Bakhtin (2017, 2018 and 2019) under the enunciative-discursive perspective of language, alterity, responsiveness and emotive-volitional tones that are fundamental concepts for this research; Chassot (2002 and 2018) that works with scientific literacy for the context of science teaching and learning; Vygotsky (2012), who argues about important issues related to the development of PwD; Dohme (2011), Rau (2013) and Huizinga (2008) who discusses about the ludic; Zumthor (1997; 2018), Abramovich (2008) and Sisto (2007) discuss about the performance of storytelling and retelling. The methodology was based on action research (Tripp, 2005), having as a participant a teacher from an institution focused on specialized educational services and four students, one with Down Syndrome, two ID students and one with autism, all between the ages of 06 and 09 years old, with stages of selection of the theme and subtheme of the teaching of science, construction of inedited narrative and pedagogical resources, development of activities with students. The results show that the use of storytelling and retelling stories enhances the dialogical interaction among the individuals, favoring the teaching-learning process of PwD sciences.
Acesso aberto (Open Access)
A poética do contar: percursos criativos de atrizes contadoras de histórias
(Universidade Federal do Pará, 2020-12-17) PESSOA, Karla Campelo; ALMEIDA, Ivone Maria Xavier de Amorim; http://lattes.cnpq.br/5012937201849414
My research offers a possible perspective over the poetic paths of three story-teller actresses in Belém who I have in consideration and affection, Adriana Cruz, Ester Sá e Marluce Araújo, and who guide my own artistic practices as an story-teller actress myself. The autoethnographic method cited by Versiane, Cano e Opazo is used in the whole research, which allows me to seek the dialogue among subjectivities, by giving emphasis on each artist’s sigularities, and at the same time by identifying common features among our poetic practices. As for theoretical support, I take into account the works of João de Jesus Paes Loureiro regarding amazonian artists immersed in the universe of “encantarias”; of Cecilia Salles on aspects of the creative process; of Paul Zumthor assisting my compreehension of performance and poetics of the voice; as well as the works of Clarissa Pinkola Estés where the feminine universe and the psyche of the stories we tell concern. The study was organized after data collection, that is, the actresses’ statements given in collective and individual meetings, as well as observation and analyses of their story-telling presentations in cultural spots in Belém during the year of 2019. The entire structure of the dissertation is symbolically related to the construction of the image of a yo-yo quilt on which matryoshka dolls take form and may be seen, they themselves, as a symbol of eternity, motherhood, love and friendship — moving elements of this work.