Thomé, Renata Viana de BarrosMorais, Naide Lopes de2025-07-082025-07-082025-04-09MORAIS, Naide Lopes de. Visualidades Afro-Brasileiras: a construção de portfólio didático. Orientadora: Dra. Renata Viana de Barros Thomé. 2025. 122f. Dissertação (Mestrado Profissional em Artes - Profartes) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2025.https://repositorio.ufrn.br/handle/123456789/64179In the line of research of the theoretical-methodological approach of teaching practices, this proposal is presented, entitled “Afro-Brazilian Visualities: the construction of a didactic portfolio” from the perspective of Art-Based Educational Research – PEBA, a/r/tography (Dias; Irwin, 2023). In this case, the general objective is to analyze the intervention of the teaching of Afro-Brazilian visualities based on the construction of a didactic portfolio, applied to students in the final 8th and 9th grades of Elementary School, in Visual Arts classes at the Francisco Quinino de Medeiros Municipal School in the municipality of Ipueira/RN. The problem arose from the need to develop meaningful strategies for students in teaching about Afro-Brazilian art. In order to be able to substantiate the challenges encountered in this process, providing adequate grounding, I resorted to authors such as: Morin (1999); Vianna (2006); Azevedo Júnior (2007); Barbosa (2000); Duarte Junior (1991); Salum (2000); Bispo (2012); Conduru (2007) and other researchers who contributed to the study of art and also references from Law 10.639/03 (Brazil, 2003). Thus, a pedagogical proposal was developed seeking to provide students with the opportunity to experience concrete and significant experiences about Afro-Brazilian art, supported by the elements of visual language and structured based on the tripod: feeling, thinking and acting. An action typical of the action-research dynamic in which the approach is “carried out in a space of dialogue where the actors involved participate in solving problems, with differentiated knowledge, proposing solutions and learning in action.” (Thiollent, 2002, p.4). A dynamic process culminating in the organization of a final publication, a didactic product based on the experiences lived and available to other educators. This approach is believed to be a true pedagogically visual journey, which integrates students in a creative way, fostering exploration, critical thinking and artistic expression under the nuances of Africanness.pt-BRAcesso AbertoEnsino de artes visuaisLei 10.639/2003Arte afro-brasileiraA/r/tografiamasterThesisLINGUISTICA, LETRAS E ARTES::ARTES