http://repositorio.ufc.br/handle/riufc/18314 Mon, 17 Aug 2026 08:18:27 GMT 2026-08-17T08:18:27Z http://repositorio.ufc.br/handle/riufc/87357 Título: Poética e processos criativos da Arreios Cia de Dança: contribuições do Trairi (CE) para o ensino de dança Autor(es): Viana, Francisco Antonio Alves Abstract: This dissertation investigates the trajectory of an artist-teacher in dance in the municipality of Trairi, focusing on the experience developed between the Nossa Senhora Aparecida Elementary School, located in the rural community of Gualdrapas, and the Maria Silva Sales School of Arts, situated in the town center. The study articulates processes of artistic creation, pedagogical practices, and critical reflections within the field of art education. It is grounded in the notion of body-territory, discussed by educator Eduardo Miranda (2020), who understands the body as a lived space crossed by histories and sociocultural contexts, shifting it from the condition of mere support to a territory of knowledge and experiences, especially regarding the teaching of Afro-Brazilian dances. Such a perspective guides dance teaching by valuing the lived experiences of individuals and their contexts. This notion appears to be in dialogue with the ideas of dance artist and pedagogue Isabel Marques, for whom dance is understood as a language constructed through the relationship with the world, which she defines as dance in context. Her perspective is based on the ideas of educator Paulo Freire, whose work supports a pedagogical practice grounded in dialogue, listening, and the appreciation of students’ knowledge. Methodologically, therefore, the study adopts the dance in context approach (Marques, 2010), anchored in lived experience as a field for the production of knowledge in Trairi, allowing for a critical analysis of artistic and pedagogical practices in dialogue with my own trajectory as an artist-teacher (2014). Among the discoveries emerging from classes held in rural areas, under trees and with bare feet on the sand, intertwined with community artistic experiences connected to the Christian Base Communities in the Vale do Curu region during the 1980s and 1990s, and with the creation of the Arreios Cia. de Dança in Trairi, this investigation aims to present dance teaching proposals driven by the authorial notion of body-arreios. The classes were designed and developed together with children and adolescents from the Maria Silva Sales School of Arts, bringing into the classroom creative devices developed by the Arreios Cia. de Dança over the course of three decades. The results highlight the relevance of situated artistic practices committed to local culture, emphasizing the moving body as a tool for teaching, creation, and social transformation that may serve as a reference for other teachers involved in dance education in the region. It is concluded that dance teaching constitutes a political-poetic practice capable of contributing to the resignification of arts education in public schools and to the expansion of processes of cultural emancipation. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/87357 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86645 Título: Inclusão dos estudantes com deficiência visual nas licenciaturas em música no estado do Ceará: desafios e perspectivas Autor(es): Venturieri, Lia Raquel Monteiro Santos Abstract: The work presented through this research considered the inclusion of blind students in the Music Degrees of the Higher Education Institutions in the state of Ceará. It aimed to develop a reflection on the process of music training of people with disabilities – PWDs – in HEIs. Questions were asked about the process of training in music, material used, blind teacher/student relationship, facilities with assistive technologies, language acquisition, knowledge of the visually impaired in Braille Musicography. The constitution of the field, the habitus and the capitals was probed, according to the process of formation of these students, based on Bourdieu's theory. Forms and semi-structured interviews were used with the blind students of the HEIs about the training process, the relationship with the field of higher education in music, the admission of the PWD student, the reasons that led him to seek training in music, his relationship before, during and after graduation with music. Regarding the training process, it was relevant to know about the teacher's performance, what materials were or are used in the teaching process, what was the knowledge of braille musicography of the agents involved, how equity of knowledge was provided between the student with disabilities and student without Disabilities. In this sense, we aimed to understand the process of inclusion of students with visual impairment, specifically blindness, in the Degree Courses in Music in public institutions in the State of Ceará. The analysis of the data pointed to challenges that still need to be overcome in attitudinal, architectural, and informational inclusion. The data collected show a small excerpt of how the blind students, protagonists of this research, have perceived the course and the suggestions for improving the musical training of the visually impaired student. Tipo: Dissertação Mon, 01 Jan 2024 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86645 2024-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86330 Título: Educação sonoro-musical em práticas criativas: uma proposta pedagógica no contexto da educação básica de Fortaleza-CE Autor(es): Silva, Henrique Wesley Sales da Abstract: This work focuses on sound and music education in the school context of the municipal education network of Fortaleza, Ceará. The interest in this theme originates from the author's experiences in this context, relating to his current reality as a teacher of the Art component of Basic Education. Its main objective is to develop a pedagogical proposal based on sound-creative concepts and practices mediated by musical games. Specific objectives of this investigation include: a) relating the concepts of Sound Education to the school context of the final years of Elementary School; b) broadening students' socio-environmental understanding, focusing on noise pollution, through conscious, reflective, and contextualized listening to sounds; and c) creating sound-musical compositions with students based on the concepts studied. This study is theoretically based on the ideas of Schafer (1992, 2011a, 2011b, 2018), relating them to other relevant authors such as Almeida (2014), Fonterrada (2004, 2012), Beineke (2015), Brito (2007, 2013), and Delalande (2019). The research takes place at the Professor José Militão de Albuquerque Municipal School, located in the Conjunto Ceará neighborhood, encompassing students from two classes in the final years of elementary school. A qualitative, exploratory research approach is used, employing action research as the methodology. Therefore, the following guiding question is posed: how can these sound-creative practices be a pathway for teaching music in elementary school? In the data analysis of the work, a verification of the pedagogical proposal applied over 14 weeks is presented, developing a structure that includes reports of actions, dialogues with the situations experienced, and reflections on the practices. As considerations, it is reiterated that, despite the challenges encountered in the context of the Art curricular component, creative practices with the sound-musical theme can contribute to the students' education. The identification and analysis of noises present in the school and in the community allowed students to develop a more critical and responsible attitude towards the use of sound. This aspect highlights the importance of integrating sound-musical education with socio-environmental issues, promoting an education that goes beyond the limits of exclusively musical content. Furthermore, it is hoped that this research can contribute to the pedagogical practices of teachers, making sound-musical and creative practices increasingly present in the context of Basic Education. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86330 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86195 Título: Onde nasce o artista? : arte e periferia na escola como território de criação Autor(es): Vieira, Francisco Efferson Mendes de Morais Galdino Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86195 2026-01-01T00:00:00Z