http://repositorio.ufc.br/handle/riufc/18319 Tue, 16 Jun 2026 01:57:00 GMT 2026-06-16T01:57:00Z 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 http://repositorio.ufc.br/handle/riufc/85646 Título: Identidade e resistência: uma proposta educativa para o ensino de estampas africanas e afro-brasileiras Autor(es): Santos, Ismenia Maria Isidoro dos Abstract: The present study aims, as its general objective, to develop an educational proposal for teaching African and Afro-Brazilian prints within the Visual Arts curriculum component, considering the historical, cultural, social, political, and identity-related aspects that these expressions embody. The research is grounded in the Triangular Approach (Barbosa, 2008), which structures art education through the axes of contextualization, appreciation, and production. It is also supported by the principles of the Visual Arts Learning Object (V.A.L.O.) (Lima, 2019), which employs narratives and metaphors to enhance student engagement and promote assessment strategies integrated into the learning process, contributing to the creation of an e-book proposal aimed at expanding antiracist education. The theoretical framework articulates the studies of Munanga (2019), regarding Black identity and structural racism, and Hall (2011), concerning the construction of identities in contemporary society. This foundation is further complemented by the contributions of Lopes (2010), Arruda (2020), and Larkin (2022), whose reflections deepen the understanding of African and Afro-Brazilian prints as cultural, identity-based, and pedagogical manifestations, enabling the creation of original prints that were later exhibited at the school. Experiences within the school environment revealed practices of recreational racism, as discussed by Moreira (2019), highlighting the urgent need for an antiracist educational approach in alignment with the principles of Law 10.639/03. Thus, based on these lived experiences, the following research question emerged: What educational possibilities, based on the production of African and Afro-Brazilian prints and grounded in the Triangular Approach, contributed to strengthening students’ Black identity and to the development of critical antiracist awareness in Visual Arts education? The investigation is qualitative in nature (Minayo, 2007) and participant-based (Brandão, 1999), employing interviews, participant observation, and discourse analysis as methodological instruments. The experiences developed throughout the research demonstrated that African and Afro-Brazilian prints can be used as pedagogical tools to discuss racism and, consequently, to promote antiracist education. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85646 2026-01-01T00:00:00Z