Programa de Pós-Graduação em Artes - Rede Nacional
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Master Thesis O ensino de teatro na interface com a literatura de cordel(Universidade Federal do Rio Grande do Norte, 2024-02-29) Melo, Dalvanira Sousa de; Carrico, André; http://lattes.cnpq.br/5977502527839784; Vieira, Marcilio de Souza; Bezerra, Adeilza Gomes da SilvaThis article investigates a theatrical educational practice in the classroom at the interface with cordel literature, held at the Military-Civic School João XXIII, Natal/ RN in the classes of the 9th years A and B, morning shift of elementary school, final grades. The theater and cordel literature are artistic themes coming from a specific creative context and also cultural. The objective of the work is to reflect on the experience in the classroom of the 9th years, using the teaching of Theater in an interdisciplinary perspective between the theater and the cordel literature. The methodological proposal lies in the scope of qualitative research, specifically, a case study, from the theater and the cords leaflets, inserting them as means of teaching in school. The instruments used for data collection were the records of this teaching experience (experience report), from an investigative script describing its stages plays and exercises in the perspective of the assembly of a play. As theoretical basis we used texts by Koudela (1998), Abreu (1999), Freire (1989), Ayala (2003), Boal (2001) and Barbosa (2003). Given this school intervention we understand that the theater and the literature of cordel should occupy a relevant space in the school environment, in the promotion of a popular artistic production capable of awakening and promoting skills of collective experience and construction of knowledge, for teaching learning.Master Thesis Uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos(Universidade Federal do Rio Grande do Norte, 2023-12-07) Oliveira, Daniela Dantas Gonçalves de; Seixas, Rebeka Caroça; http://lattes.cnpq.br/5921100363941626; http://lattes.cnpq.br/2029250744514076; Petry, Arlete dos Santos; http://lattes.cnpq.br/7426037066308934; Silva, Keila Fonseca eThis dissertation concerns the research called "A metamorphosis: the artist-teacher, between common places and distinct places". The respective objective of this work is to present the identity of the artist-teacher, in particular that of the area of theater, when he works in the classroom, in the context of the public teaching environment, reconciling the roles of artist and teacher in a hybrid way. It addresses the peculiar characteristics and the dialogue involved in the process, from a bibliographic analysis and the experiences of professionals in the area. Seeking to broaden the discourse of artists who are in a pedagogical situation, however, not belittling and taking into account those who only teach the discipline of arts in a theoretical way. All this, since, as an artist-teacher I began to reflect on my daily practice, I identified the plural way of treating the processes of an artistic nature based on the relationships and content that came from the students. This problem consists of answering the following questions: To what extent does artistic making transform the classroom space, promoting a meeting of values and references in the contribution of teaching-learning? What motivation ensures that the artist can use the school environment to develop artisticcultural practices? These questions were necessary, from the perspective and considering the timely contribution that occurs when these roles, that of teacher and that of the artist complement each other. In the understanding that, as an artist-teacher, being one or the other does not dissociate, but articulates, involving practice and theory in a continuous dynamic. Still, this study presents the artist-teacher imbued in proposals ranging from exercises with artistic-aesthetic experiences to didacticpedagogical. It fostered an analysis of making art in the classroom, of the posture of the artist who is inclined to teach art, in a contemplative and reflective way. To this end, we took into account the opinions obtained through a questionnaire with art teachers and artist-teachers of the public school system, graduated in the theater course from UFRN, in addition to bringing the report/images of lived experiences. As well as, for the study and development of writing was given as a reference: Telles et al. (2021), Perobelli (2009), Loponte (2005, 2010), Corazza (2023), Born (2012), Dewey (2010), Eisner (2008), Larrosa (2015), Arroyo (2000), Paulo Freire (1996), Rancière (2002) among others. All so that the knowledge of the function played by the artist-teacher is expanded, in the hope of assisting in the process of identifying similars.Master Thesis Teatro na escola: uma chave para diálogos sobre estereótipos negativos com estudantes dos anos iniciais do ensino fundamental(Universidade Federal do Rio Grande do Norte, 2023-02-27) Araújo, Juvencina Magna Silva de; Salles, Nara Graça; https://orcid.org/0000-0002-5759-8467; http://lattes.cnpq.br/8841719783919052; http://lattes.cnpq.br/7210955853435506; Lima, Tânia Maria de Araújo; http://lattes.cnpq.br/8280794437858524; Oliveira, Urânia Auxiliadora Santos Maia deThis paper talks about theater in relation to the study of negative stereotypes in the school setting of the initial grades and their repercussions, stemming from reflective listening in the context where Escola Municipal Professor Berilo Wanderley is embedded, as well as artistic appreciation, critical analyses, and experiments on this subject. As a researching teacher, artist, and art appreciator, I have been instigated to reflect upon the stigmatized condition of the students of said school, located in the city of Natal, RN. The first analysis insights emerged when I watched the film Chave do Vale Encantado (2019), as I came across the possibility of "playing" with my students, through the fictional character of the theatrical language, telling stories where it would be possible to consider human plurality in its most diverse possibilities, therefore deconstructing the "single stories" idea, outlined by an eurocentric and colonial paintbrush, in order to reveal kids as active beings, situated in time and space, participating individuals, actors and authors in their relationship with themselves, with others, and with the world. The study has been embodied following some questions, the main one being about the methodological possibilities to be used to investigate stereotypes within the school context. As a response to that, I engage in a dialogue with the following authors: Paulo Freire (2020), Augusto Boal (1999), Bruno Bettelheim (2020), Erving Goffman (1980), bell hooks (2020), Chimamanda Adichie (2019), among others presented on this artistic/pedagogical journey, where the crossing of a film to theater results in a short scene of experimental and collaborative character.Master Thesis O processo criativo Azul Turquesa como prática educativa e enfrentamento do bullying na escola(Universidade Federal do Rio Grande do Norte, 2020-12-17) Cavalcante, Rafaely de Vasconcelos Leite; Vieira, Marcilio de Souza; ; http://lattes.cnpq.br/7003467659704271; ; http://lattes.cnpq.br/4183943869285150; Sales, Jonas de Lima; ; http://lattes.cnpq.br/0807637225346047; Coutinho, Karyne Dias; ; http://lattes.cnpq.br/6013805360280552; Campos, Marineide Furtado; ; http://lattes.cnpq.br/2363104313711193This is an article whose objective is to present the result of a work as an educational practice carried out at the State School Professor Paulo Pinheiro de Viveiros, located in the Lagoa Azul Neighborhood, in the North Zone of Natal/RN, through the creative process developed by the Mythos Theater Company, with the purpose of facing the Bullying that has been occurring in the school research field and its surroundings. The work is justified, because it seeks to break some paradigms about Bullying, bringing to reflection those involved so that social and educational measures may be taken, so that this problem is faced more effectively. The show Azul Turquesa is based on a collaborative scenic construction, having as reference the anthropological theater of Eugênio Barba (1994); the role of the teacher and the school based on the discussion of Walter Kohan (2015); the studies of Beaudoin & Taylor (2006), which deal with Bullying and disrespect, a culture that must be extinguished from school; the discussions made by Ana Beatriz Silva (2015), in her book Bullying: dangerous minds in schools, among others. Therefore, we take as a methodology for the approach to the theme, a qualitative descriptive research, considering the case study, as a strategy for the expression of the studied reality, according to (YIN, 2005; STKE, 2013; ANDRÉ, 1984; BOGDAN & BIKLEN, 1994), as well as a participant observation, in view, as researcher and coordinator, to be inserted within the daily life of the group (BECKER, 1994). The research questions that guide our study are: Given the experiences of students, inside and outside the school, what are the possibilities of coping with Bullying? Within Theater Teaching, how can the creative process collaborate with the confrontation of school bullying? This said, we consider our study relevant, since, as a methodology, it can contribute to the improvement of human relations and respect in school.Master Thesis Diálogos possíveis entre a encenação o som que se faz debaixo d'água do grupo cores teatro da UFRN e a concepção pedagógica da encenação estrela(Universidade Federal do Rio Grande do Norte, 2019-03-26) Brito, Lina Izabel Sena de; Vieira, Marcílio de Souza; ; ; Sales, Jonas de Lima; ; Campos, Marineide Furtado;El presente trabajo analiza parte de la creación de la escenación O som que se faz debaixo d’água del Cores Teatro de la Universidad Federal do Rio Grande do Norte, metodológicamente en una perspectiva fenomenológica de Maurice Merleu-Ponty, aliada al pensamiento teatral de Antonin Artaud que condiciona el teatro a la vida. Aún se alía a esta investigación, un diálogo de las posibilidades pedagógicas de creación de la escenación Estrela construida en el aula, con alumnos de la Enseñanza Fundamental I de la Escuela Municipal Celso Monteiro Furtado, en la ciudad de João Pessoa en Paraíba. De acuerdo con estos referenciales es posible comprender el cuerpo como expresividad de las vivencias perceptivas de sí y del otro en una creación de teatro y en la vida.Master Thesis Uma experiência em ensino de teatro com uma turma de correção de fluxo numa escola pública da cidade do Natal-RN(2016-07-27) Costa, Larisse Kaline Pereira da; Vieira, Marcilio de Souza; ; http://lattes.cnpq.br/7003467659704271; ; http://lattes.cnpq.br/1398328090557761; Araújo, José Sávio Oliveira de; ; Assunção, Luiz Carvalho de; ; Borralho, Tácito Freire;This research shows the relationship between theater games and puppets theater present in a pedagogical practice, held in the 2013, in a group of school flow correction during the classes of the curriculum component Art - Theatre Teaching. As inspiration for the implementation of this project, it was essential the study of the life and the work of master Chico Daniel and his João Redondo Theater. This study aims to describe and analyze a teaching-learning process through Theater, having as research field the Djalma Maranhão Municipal School. The Action-Research was the social research line chosen to guide this analysis because it is focused on solving problems. The purpose in analysis allowed most of the 4th graders, in classroom H in the Djalma Maranhão Municipal School, to be involved in a theatrical practice based on the games system and in the puppet theater, as well as in the knowledge construction about the puppets theater and the theater in general. This experience was successful due to the fact it was able, through the work developed with these students, to cooperate with their development in the teaching-learning process which had been problematic because of different obstacles in that group.