Born, Rodrigo MontandonSilva, Rosineide Soares2023-07-072023-07-072023-04-15SILVA, Rosineide Soares. Com quais diálogos se faz uma performance na EJA?. Orientador: Rodrigo Montandon Born. 2023. 163f. Dissertação (Mestrado Profissional em Artes - Profartes) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2023.https://repositorio.ufrn.br/handle/123456789/53155This dissertation presents as its theme the performance in the teaching of Visual Arts, having as its research object, the dialogical paths of a performance. Imbricated to the contexts of students' lives, the research aims to analyze, identify and understand the creating process of the performance in Visual Arts, executed by students of Youth and Adult Education - YAE, mediated by dialogical paths. It is inserted in the scope of Youth and Adult Education, with the participation of level IV students from a Municipal School located in Natal/RN. Methodologically, it is based on qualitative research from the perspective of A/r/tography, as a living investigation that intertwines life, artistic work, research and teaching/student practice. Its epistemological approach links with the Freirian Pedagogy (1989, 1996, 2020, 2021a, 2021b, 2021c) under the dialogic bias; with the Triangular Approach systematized by Barbosa A. (1998, 2003, 2010, 2015, 2019); the theoretical conception of art as Experience, according to Dewey (2010) and Larrosa (2021); the specificities and possibilities of Performance in the Visual Arts, according to Melim (2008) and Barbosa E. (2018); with Arroyo (2017), addressing aspects of YAE; and with the “Parangolé” artistic works, by Hélio Oiticica; “Manto da apresentação”, by Bispo do Rosário; “Divisor”, by Lygia Pape; “Kahtiri Eoro (Espelho da Vida)”, by Daiara Tukano; “Paisagens originárias”, by Ângela Almeida, among other authors. We apprehend, with this investigation, that the construction process of a performative action in Visual Arts, imbricated to the students' life contexts, enhances knowledge and promotes transformations in the aesthetic and critical perception of the subjects. The problematization of visualities through this action encourages the body dialogues as a field of experience, daily aesthetics, proposer contexts, materiality/creation processes and pedagogical mediation, leading to a singular aesthetic experience. We recognize that the performative act as a particular form of perception of the body, gives meaning to the visualities that are configured from it in a performative action, passing from narrative to imagery poetics by students of Youth and Adult Education.Acesso AbertoArtes visuais - estudo e ensino - educação de jovens e adultosArtes visuais - performance - caminhos dialógicosmasterThesisCNPQ::LINGUISTICA, LETRAS E ARTES::ARTES