http://repositorio.ufc.br/handle/riufc/58636 Thu, 11 Jun 2026 20:13:32 GMT 2026-06-11T20:13:32Z http://repositorio.ufc.br/handle/riufc/81351 Título: 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: TCC Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/81351 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/76387 Título: 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: TCC Sun, 01 Jan 2023 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/76387 2023-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/75133 Título: 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: TCC Sun, 01 Jan 2023 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/75133 2023-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/57522 Título: 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: TCC Fri, 01 Jan 2021 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/57522 2021-01-01T00:00:00Z