DSpace Coleção:http://repositorio.ufc.br/handle/riufc/586362026-06-11T19:23:23Z2026-06-11T19:23:23ZUma proposta para educação musical de adolescentes a partir da vivência com coro cênicoAmancio, Israel Levi Nogueirahttp://repositorio.ufc.br/handle/riufc/813512025-06-23T18:55:21Z2025-01-01T00:00:00ZTítulo: Uma proposta para educação musical de adolescentes a partir da vivência com coro cênico
Autor(es): Amancio, Israel Levi Nogueira
Abstract: The practice of choral singing as a tool for music education is widely recognized by
scholars such as Marsola and Mathias, as well as by researchers of the pedagogical
approaches developed by Kodály, Orff, and Jaques-Dalcroze. Participation in choirs
contributes to the development of vocal skills, teamwork, concentration, discipline, and
musical sensitivity. The Scenic Choir approach, which combines music, theater, and
dance, further enhances this experience. This study aims to analyze an approach for
implementing a Scenic Choir in a public high school. The specific objectives are: to
identify. the challenges and opportunities of this practice within the school
environment; to analyze the artistic skills and competencies developed by the students;
and to identify repertoire selection strategies that incorporate students’ musical
backgrounds. The research was conducted using a qualitative methodology,
characterized as action research, with data collected through participant observation,
document analysis, and focus groups. The active involvement of students in the choir
project enabled a deeper understanding of the school dynamics and demands.
Strategies for implementing a Scenic Choir in public schools were identified, along with
the challenges to be addressed. The results suggest that the practice of the Scenic
Choir promotes the development of musical, expressive, and social competencies. It
is proposed that implementing a Scenic Choir in public schools can enrich students'
artistic training and foster social and emotional skills. The pedagogical experience
described may serve as a reference for music educators interested in exploring
integrative and inclusive pedagogical approaches. The Scenic Choir approach proves
to be an effective strategy for students’ holistic development, combining music, theater,
and dance in a meaningful artistic experience.
Tipo: TCC2025-01-01T00:00:00ZPrática docente em arte: relação entre o ensino de arte/música e a educação da sensibilidade, a partir da experiência artística do alunoBraga, Lilia Virginia Diashttp://repositorio.ufc.br/handle/riufc/763872024-03-05T11:55:51Z2023-01-01T00:00:00ZTítulo: Prática docente em arte: relação entre o ensino de arte/música e a educação da sensibilidade, a partir da experiência artística do aluno
Autor(es): Braga, Lilia Virginia Dias
Abstract: This research aims to reflect on teaching practice in art, which relates art/music
teaching and sensitivity education, based on the cultural experiences of learners,
students in the third year of high school A qualitative and quantitative approach was
used, and the scientific investigation took place in the form of Action Research which.
As a result, we realized that art/music classes that use teaching practices geared
towards the education of the sensitive and that consider the students’ cultural
experiences to be important in this process, can contribute to a broadening of
learning and knowledge and to an integral formation of the students.
Tipo: TCC2023-01-01T00:00:00ZO corpo brincante – uma abordagem artística e pedagógica desenvolvida com o projeto Brincar é uma felicidade na EMEIEF Rachel de Queiroz em Maracanaú/CESouza Júnior, Francisco Ferreira dehttp://repositorio.ufc.br/handle/riufc/751332023-11-30T17:00:47Z2023-01-01T00:00:00ZTítulo: O corpo brincante – uma abordagem artística e pedagógica desenvolvida com o projeto Brincar é uma felicidade na EMEIEF Rachel de Queiroz em Maracanaú/CE
Autor(es): Souza Júnior, Francisco Ferreira de
Abstract: This article presents an artistic and pedagogical approach entitled the playing body approach,
built from my experiences as an artist-teacher. Through traditional knowledge and practices
and their creative practices, I accessed knowledge linked to traditional and popular dances,
connecting students, teachers and the learning process in Arts, with the aim of providing
meaningful teaching. The focus of this text is on the implementation of the project Playing is
happiness, proposed within the scope of the Professional Master's Degree in Arts (ProfArtes)
at the Federal University of Ceará (UFC), and carried out between August 2022 and August
2023, with pre-adolescents in the 6th year, in a socially vulnerable situation at the Municipal
School of Early Childhood and Elementary Education (EMEIEF) Rachel de Queiroz, in
Maracanaú (CE). These students have bodies commonly considered undisciplined, sometimes
being made invisible. It is a transitional phase of life between childhood and adolescence, where
there are structural changes in the school, with the insertion of multiple teachers and desks and
chairs lined up in rows. A conducive context for them to lose their playfulness, I sought to show
students how a happy body that moves and plays can enable better relationships and results in
the teaching-learning processes. To do this, we establish a link with their ancestries, discovering
games and sung toys from popular culture inserted in the family environment. The playing body
approach is based on Paulo Freire's pedagogy, highlighting the emancipation and autonomy of
students. It incorporates the vision of Isabel Marques who, through play and experimentation,
proposes a dance linked to the students' context. Furthermore, it values ancestry, following the
teachings of Inaicyra Falcão dos Santos, who focuses on the importance of recognizing each
student's bodily and cultural inscriptions. As for the methodological aspects used in the
research, they were theoretical/empirical in nature, exploratory in nature, with a descriptive
qualitative approach, using ethnographic methods such as interviews and participant
observation. It aims to analyze how the playing body, in art teaching, can enhance socio-
affective relationships and thus become a pedagogical approach. Data analyzes showed a
positive impact with the application of the playing body approach, and were based on
interviews and observation of the body in educational and creative artistic practices.
Tipo: TCC2023-01-01T00:00:00ZO teatro e a criança: investigação cartográfica sobre um processo de drama com crianças da educação infantil em uma escola pública no CearáGoulart, Wládia Arruda Cândidohttp://repositorio.ufc.br/handle/riufc/575222021-05-25T22:15:13Z2021-01-01T00:00:00ZTítulo: O teatro e a criança: investigação cartográfica sobre um processo de drama com crianças da educação infantil em uma escola pública no Ceará
Autor(es): Goulart, Wládia Arruda Cândido
Abstract: This article narrates the experience in a drama process with children from early childhood education at a public school in Maracanaú-CE. It carries out a cartographic plot (Kastrup, 2009) articulating the pedagogical practice and the theoretical bases (Cabral, 2012), (Reverbel, 1997) used for its development, as well as the evidence of the acquisition of the theatrical language by the children involved. Through conversations, drawings, videos and photos it was possible to observe the involvement of children with the theatrical language and the knowledge awakened from the beginning of the drama process until its culmination in a theatrical presentation based on the narrative generated by the pre-text. From the elaboration of this experience as a researcher, questions about the authorship of the processes, by the children, are brought to the debate. KEYWORDS: Theater-Education; Child education; drama process; cartography; children's authorship.
Tipo: TCC2021-01-01T00:00:00Z