Programa de Pós-Graduação em Artes - Rede Nacional
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Master Thesis A musicalização e o uso coletivo de instrumentos nas turmas de 8º e 9º anos da Escola Estadual Capitão José da Penha(Universidade Federal do Rio Grande do Norte, 2025-12-15) Silva, William Wanderley da; Campos, Marineide Furtado; http://lattes.cnpq.br/2363104313711193; http://lattes.cnpq.br/3151598621692338; Farias, Ranilson Bezerra de; http://lattes.cnpq.br/1494165090933958; Thomé, Renata Viana de Barros; https://orcid.org/0009-0008-1503-2853; http://lattes.cnpq.br/1230598383268415; Macêdo, Zildalte Ramos de; https://orcid.org/0000-0003-4907-2489; http://lattes.cnpq.br/1981631287560081This work focus son musicalization andv the collective use of instruments in the 8th and 9th grade classes at Escola Estadual Capitão José da Penha – João Câmara/RN, and presentes didactic material developed in the class room through the implementation of a pedagogical proposal on this subject. It high lights the importance of music for meaning ful learning in Art/Music Education. From this perspective, we established the main objective of identifying the contributions of music to the teaching- learning processan danalyzing the role of the collective use of musical instruments in the educational context; understanding the nature of this teaching and the factors thatin fluence the music learning process in Art classes. Other more specific objectives we realso considered, such as monitoring the learning processof the 8th and 9th grade classes, observing how musica lityis developed in the performance with various instruments, as manifested by indicators of sonority, phrasing, fluencyof instrumental performance in improvisation activities, and repertoire through sheet musicor musical interaction; identify aspects of the essence of musical engagement and its scope, considering its application in the contextof Basic Education, discussing its pedagogical- musical possibilities; discuss musical practice as a mean sofartistic, cultural, cognitive, and social development of students. To explore the theme, we base it onanissue that primarily question show to awaken students' interest in music education in the class room through the collective use of instruments, considering the applicability of active methodologies with 8th and 9th grade students. The research setting isthe Capitão José da Penha State School, located in thecityof João Câmara, RN, with the active participants being 8th and 9th grade student senrolled in the Arts subject. The research methodologies characterized as a class room experience.combining the bibliographic part with the investigation method of participatoryre Search with a qualitative approach, from the perspective of Goldenderg (1997), Fonseca (2002), Marconi & Lakatos (2010), Gil (1999), Tripp (2005), Tiollent (2011), amongothers. For the oretical contributions, we referto authors such as: Oliveira & Pontes (2011), Sobral & Campos (2012), Berbel (2011); Luckesi (2002); Moran (2015), in an approach to active methodologies, andalso Swanwick (2003); Gordon (2002); Gembris (1997), Stefani (2007), in an approach to class room music education according to eachauthor's perspective. We emphasize, there fore, that there sult sof this arti cleand pedagogical proposal may contribute to the develop ment of a reflection on the art of teaching Music in Elementary Education, especially in the 8th and 9th grades, considering active and pedagogical methodologies in light of the construction of know ledge that canbe implemented in the class room in both public and private schools.Master Thesis Meu corpo, seu corpo, nossos corpos: artes indígenas e relações étnico raciais na educação infantil(Universidade Federal do Rio Grande do Norte, 2025-08-29) Medeiros, Teresa Regia Araújo de; Thomé, Renata Viana de Barros; https://orcid.org/0009-0008-1503-2853; http://lattes.cnpq.br/1230598383268415; http://lattes.cnpq.br/3573753336197877; Mosca, Maristela de Oliveira; http://lattes.cnpq.br/9283862894499360; Pontes, Gilvânia Maurício Dias deThis dissertation investigates how experiences with Indigenous arts and knowledges in Early Childhood Education foster attitudes of respect, appreciation, tolerance, and empathy in ethnic-racial relations. I conducted an action research project with ethnographic and narrative inspiration in a class of 22 children aged 4-5 at NEICAp/UFRN throughout 2024. We proposed open-ended sequences that articulated appreciation, contextualization, and making storytelling with an emphasis on Indigenous authorship; body painting and graphic motifs (graphics); clay modeling; crafting maracas and rain sticks; Toré dances; visits to Indigenous villages and cultural spaces; and workshops with invited guests. The theoretical framework draws on Vygotsky (mediation and the unity of affect and intellect); Ana Mae Barbosa (the didactic dimensions of appreciating, contextualizing, and making); Jorge Larrosa (experience); Vera Maria Candau (critical interculturality); and Boaventura de Sousa Santos (ecology of knowledges), in dialogue with Ailton Krenak, Daniel Munduruku, and Sandra Benites, as well as contributions from David Le Breton and Teresinha Petrúcia Nóbrega on embodiment and aesthesis. Data included children’s utterances, field notes, photographs, and artifacts, analyzed through thick description and thematic analysis. Results indicate a shift from the stereotype of the “generic Indian” to the recognition of contemporary, also urban, Indigenous peoples; an expansion of symbolic repertoires with the appropriation of Tupi-Guarani vocabulary and understandings of graphics; embodied learning with greater precision and authorship in line work (especially on maracas); and the emergence of empathetic, antiracist attitudes such as respect for rituals, recognition of the centrality of territory, and children’s proposals to support Indigenous struggles. I conclude that art, lived as an aesthetic and intercultural mediation, can contribute to implementing Brazil’s Law No. 11,645/2008 in Early Childhood Education and to nurturing sensibilities that promote fairer ethnic–racial relations from the earliest years of childhood.Master Thesis Teatro do oprimido e educação: caminhos para uma prática antirracista(Universidade Federal do Rio Grande do Norte, 2025-05-28) Silva, Rosemeire Fernandes da; Seixas, Rebeka Caroça; http://lattes.cnpq.br/5921100363941626; http://lattes.cnpq.br/3654000653837585; Lima, Tânia Maria de Araújo; http://lattes.cnpq.br/8280794437858524; Souza, Tatiane Cunha de; https://orcid.org/0009-0005-2925-1465; http://lattes.cnpq.br/5257994786200352This study investigates the experience carried out with the Theater of the Oppressed methodology, created by Augusto Boal (1989), at the Full-Time State School 11 de Agosto, in the Arts discipline with the 1st year “A” classes of High School, during the year 2024, in the city of Umarizal-RN. The theatrical practices were developed based on the exercises, games and techniques of the Theater of the Oppressed and the generating themes came from the historical oppressions faced by black people, initially from a broad and general perspective, addressing structural issues such as systemic racism, racial discrimination and marginalization. From this broader understanding, discussions were gradually directed to the local context, enabling the analysis of racial dynamics present in the daily lives of students and the community, with an emphasis on forms of veiled racism and social exclusion, allowing students to reflect on the manifestations of racism that permeate their daily experiences, both inside and outside of school. In this context, the aim is to answer whether Theater of the Oppressed can be an effective vehicle for raising students’ awareness of structural racism and its manifestations in daily school life. To answer this question, the objectives of this study will be to analyze students’ experiences and perceptions of Theater of the Oppressed practices, identify transformations in students’ understanding of ethnic-racial relations, and investigate group dynamics resulting from theatrical practices, examining how Theater of the Oppressed can promote a more inclusive and respectful school environment. The research approach is qualitative, using Michel Thiollent's action research methodology, and involving the active participation of students and the school community in the research process. Therefore, through these classes, we explore possibilities and outline paths that seek to promote an anti-racist educational-artistic practice in the school context.Master Thesis São Pedro na cena: do teatro popular para o smartphone(Universidade Federal do Rio Grande do Norte, 2025-01-29) Oliveira, Aline Teixeira dos Santos; Carrico, André; http://lattes.cnpq.br/5977502527839784; http://lattes.cnpq.br/5821134378187435; Seixas, Rebeka Caroça; http://lattes.cnpq.br/5921100363941626; Araújo, Rummenigge Medeiros de; http://lattes.cnpq.br/7945050864628295Master Thesis Nos palcos do novo Ensino Médio: uma proposta metodológica para o ensino de teatro(Universidade Federal do Rio Grande do Norte, 2025-05-22) Araújo, Djuliana Themistocles Lima de; Seixas, Rebeka Caroça; http://lattes.cnpq.br/5921100363941626; http://lattes.cnpq.br/9732842868849774; Vieira, Marcilio de Souza; https://orcid.org/0000-0002-2034-0796; http://lattes.cnpq.br/7003467659704271; Thomé, Renata Viana de Barros; https://orcid.org/0009-0008-1503-2853; http://lattes.cnpq.br/1230598383268415; Araújo, Rummenigge Medeiros de; http://lattes.cnpq.br/7945050864628295This dissertation examines the project "On the Stages of the New High School: A Methodological Proposal for Theater Education," which seeks to formulate a comprehensive methodology for theater instruction within the framework of Brazil’s New High School reform. Designed for implementation in Art classes as part of the General Basic Education (FGB) curriculum, the proposal aligns with both the Potiguar High School Curricular Reference and the National Common Curricular Base (BNCC), targeting the public education system. The study was carried out at Escola Estadual Presidente Roosevelt in Parnamirim, RN, involving first- to third-year high school students, and engaged them in the exploration of fundamental theatrical elements—set design, lighting, sound design, costume, makeup, dramaturgy, and acting—with the objective of promoting a holistic understanding of theater practices. The research methodology combined qualitative approaches, including action research, document analysis, and case study techniques. Additionally, this study critically addresses the socioeducational implications of Law No. 13,415/2017, which restructured secondary education in Brazil, assessing its impact on public education. The theoretical framework is grounded in the contributions of Benachio and Moura (2021, 2023), Freire (1987, 2004), Guinsburg, Coelho Netto, and Cardoso (1978), Iavelberg (2018), Rancière (2002), Japiassu (2008), and Wisneivski and Rosseto (2021), among others. The overarching aim is to advance both theoretical knowledge and pedagogical practice in theater education within the context of the New High School, while encouraging critical reflection among educators regarding their professional practices.Master Thesis O Espelho do autorreconhecimento: uma experiência de ensino de artes visuais e identidade racial no Ensino Médio (Natal-RN)(Universidade Federal do Rio Grande do Norte, 2025-05-08) Mota, Victor Oliveira da; Alves, Fabiola Cristina; https://orcid.org/0000-0002-7779-3219; http://lattes.cnpq.br/6838453885637422; https://orcid.org/0009-0004-0161-6509; http://lattes.cnpq.br/8444953280538793; Petry, Arlete dos Santos; http://lattes.cnpq.br/7426037066308934; Sardelich, Maria Emilia; http://lattes.cnpq.br/8436767321723519This monograph presents the results of an Art-Based Educational Research (Pesquisa Educacional Baseada em Arte – PEBA) conducted in standard high school classes at Escola Estadual Profª Ana Júlia Carvalho Mousinho, located in the Parque dos Coqueiros neighborhood, in the northern zone of Natal, RN, Brazil. Inspired by Stuart Hall’s (2015) theory of postmodern identity, this study observed that many Black and Indigenous students in this educational context do not identify themselves as such, revealing a significant gap in their understanding of their own identities. To facilitate identity recognition among second-year high school students, a sequence of actions and activities was designed within an elective course, the theme of structural racism was initially addressed, followed by discussions on racial identity. Our research adopted an auto-narrative experience report and reflective analysis as its methodological framework. The objectives of the research are: (a) to propose initiatives for enhancing the quality of Visual Arts education in basic education; (b) to develop a sequenced didactic approach grounded in the teaching of Afro-Brazilian history and culture, in accordance with Law nº 11.645 of March 2008; (c) to introduce the artistic production of Afro-Brazilian artists; (d) to foster creative processes in art education by engaging with Brazilian and contemporary art produced by Black artists; and (e) to develop a “Black Encyclopedia” as a resource and tool for the school community. This research contributes to the dialogue on racial identity and the teaching of Visual Arts. Rather than seeking to exhaust the topic, it aims to expand and enrich the discussion.Master Thesis Reciclando o olhar: diálogos visuais entre educação, lixo e cidade(Universidade Federal do Rio Grande do Norte, 2025-03-31) Xavier, Gabriela Araújo da Costa; Petry, Arlete dos Santos; http://lattes.cnpq.br/7426037066308934; http://lattes.cnpq.br/3925845748279797; Versieux, Leonardo de Melo; https://orcid.org/0000-0003-1560-3691; http://lattes.cnpq.br/9905184321288831; Thomé, Renata Viana de Barros; https://orcid.org/0009-0008-1503-2853; http://lattes.cnpq.br/1230598383268415; Costa, Therese Hofmann Gatti Rodrigues da; https://orcid.org/0000-0003-4045-2928; http://lattes.cnpq.br/6716704101303638Trash is a contemporary global challenge. Its improper disposal, as well as the rampant consumerism imposed as a lifestyle in capitalist society are political, environmental and educational issues that need to be discussed at a collective and individual responsibility levels. Brazil occupies a prominent place in the ranking of the most waste-producing nation in the world. Its internal policies are slowly advancing to expand and reinforce resolutions in order to deal with the high amount of urban solid waste dumped in landfills, in the sea and in open-air dumps. With this theme in mind, the present research aimed to investigate how contemporary art, from an interdisciplinary perspective relating sustainability and art, can provoke critical thinking about our relationship with the environment and our place in society as citizens and consumers.This inquiry was explored through a Work Project applied to the 9th grade class at Castro Alves State School in Natal/RN, wich through the creative appropriation of waste, using it as material for constructing urban art interventions. The development of this perception is based on the educational perspective presented by Paulo Freire as a process of building dialogues and social awareness, as well as in Ana Mae Barbosa’s principles for art education. This research is defined as qualitative and followed the educational research approach based on art—a/r/tography, which includes artist, educator and researcher practices all together. In addition to maintaining a research journal, after the completion of the urban interventions, a questionnaire was administered to students to assess how the interventions and urban explorations impacted them.Master Thesis Lei nº 11.645/08: território de decolonização para o ensino e aprendizagem em teatro(Universidade Federal do Rio Grande do Norte, 2024-02-29) Pereira, Maria Cristina da Silva; Lima, Tânia Maria de Araújo; http://lattes.cnpq.br/8280794437858524; http://lattes.cnpq.br/7564190506872392; Seixas, Rebeka Caroça; http://lattes.cnpq.br/5921100363941626; Silva, Assunção de Maria Sousa e; http://lattes.cnpq.br/4479298023652922El presente artículo es el resultado, en el ámbito de la educación teatral, de una investigación, dirigida a la implementación de la Ley 11.645/08. Analiza de que forma la ley en mención está siendo aplicada en la propuesta curricular de los cursos de formación teatral en las instituciones de enseñanza del Estado de RN, principalmente en la modalidad de educación superior y de la educación básica. Se analiza la relevancia de la Educación para las Relaciones Étnico-Raciales (ERER), en conjunto con el cumplimiento de la Ley 11.645/08 y su aplicabilidad desde la perspectiva de una educación decolonial en la formación y actuación docente en la enseñanza del teatro. Esta investigación pretende también contribuir para la implementación de la Ley 11.645/08 que torna obligatoria la enseñanza de la história y cultura afrobrasileña y africana y de los pueblos indígenas en el ámbito de la educación básica brasileña, con el objetivo de la decolonización de la enseñanza y aprendizaje en teatro. Así, en el área del arte-educación, el artículo se encuentra com el pensamiento epistemiológico de Ana Mae Barbosa (1998). En relación a la educación antiracista se utilizan las contribuciones epistémicas de Bárbara Carine Pinheiro (2023), Nilma Lino Gomes (2019), bell hooks (2013), y Richard Santos (2020). En el área del colonialismo dialoga con las importantes reflexiones de Aníbal Quijano (2009), y Antônio Bispo dos Santos (2023). Para reflexionar sobre lo decolonial, donde teorías y prácticas pedagógicas, transgredan y rompan con la colonización del poder, del ser y del saber, la interlocución sucede a partir del pensamiento de Catherine Walsh (2013). Como ejemplos de prática teatral antirracista y decolonial el aporte epistémico de Hudson Neves (2017), y la representatividad del Teatro Experimental del Negro (TEN). Andreia Duarte e Naine Terena (2021), con su recopilación de textos dramatúrgicos teatrales haciendo referência a los pueblos indígenas, las artes de la escena desde una perspectiva decolonizadora. Por último, hablamos con Juão Nyn y su extraordinario Potyguês decolonizador. La investigación también muestra que los pueblos afrodescendientes y origínarios de Brasil están marcando una presencia en la escena cultural y artística.Master Thesis Educação e visualidade nas obras de Malangatana: um estudo sobre a contribuição para a compreensão das narrativas visuais e verbais(Universidade Federal do Rio Grande do Norte, 2025-06-30) Bastos, Elionay de Lima; Lima, Tânia Maria de Araújo; http://lattes.cnpq.br/8280794437858524; http://lattes.cnpq.br/8070340433287858; Bezerra, Nilton Xavier; https://orcid.org/0000-0002-9821-268X; http://lattes.cnpq.br/3609163207351583; Savadogo, Pingréwaoga Béma Abdoul Hadi; https://orcid.org/0000-0003-4467-3904; http://lattes.cnpq.br/1918860398825855; Thomé, Renata Viana de Barros; https://orcid.org/0009-0008-1503-2853; http://lattes.cnpq.br/1230598383268415This research consists of an analysis of Education, associated with the Visuality of the works of the Mozambican artist Malangatana Valente Ngwenya, aminho to understand how these areas of knowledge enrich the interpretation of the narratives presented, both visually and verbally to the viewer - ninth-grade students from the Final Years of Elementary Education at the Municipal School Professor José Tito Júnior, in the Quilombola Community of Coqueiros, in the Municipality of Ceará-Mirim/RN. The analysis of education related to the visuality of Malangatana's creations. The analysis of education related to the visuality of Malangatana's creations provides a deeper understanding of the educational potential of visual art and the contributions of this language to the construction of complex and plural meanings. Furthermore, the investigation of this theme broadens the field of interdisciplinary studies, promoting important reflections on the relationships between art, education, and society. It draws on theoretical contributions from: Hampatê Bâ (2010), Fanon (2008), Navarro (1998), Secco (2016), Barbosa (2020), and Pillar (2017). The methodology involved an experience in the classroom, combining bibliographic research with the chosen investigative method identified as action research, using a qualitative approach. The research expanded knowledge about the relationship between education and visuality, highlighting the relevance of this dialogue for the understanding and appreciation of the visual and verbal narratives present in the works of Malangatana. Furthermore, it promotes reflections on the role of art in educational and cultural formation, emphasizing the importance of opportunities for critical - social and political - approaches that contribute to the effective construction of knowledge and to the confrontation of racism, prejudice, and discrimination. Keywords: Malangatana. Decolonization. Visual education. Visuality.Educacional Product Portfólio didático experiências com Ensino de Artes Visuais(Universidade Federal do Rio Grande do Norte, 2025-04-09) Morais, Naide Lopes de; Prof. Dra. Renata Viana de Barros Thomé; https://orcid.org/0009-0009-9365-7768This product is an integral part of the research work entitled "Afro-Brazilian visualities: the construction of a didactic portfolio", dissertation presented to the Professional Master's Program in Arts - PROFARTES of the Federal University of Rio Grande do Norte - UFRN. The objective is to present the result of the didactic proposal entitled "Afro-Brazilian visualities, the intertwining of the elements of visual language: didactic proposal applied in the 8th and 9th grade classes of Elementary School" of the Francisco Quinino de Medeiros Municipal School in Ipueira, State of Rio Grande do Norte, between the years 2023/2024. Didactic, artistic and pedagogical action supported by the Visual Arts bias that provided students with the opportunity to experience meaningful experiences through visuality intertwined with Afro-Brazilian art in accordance with Law 10.639/03 (Brazil, 2003). And, from an Art-Based Educational Research – PEBA perspective, a/r/tography.(Dias; Irwin, 2023)