http://repositorio.ufc.br/handle/riufc/23727 2026-04-05T22:11:27Z 2026-04-05T22:11:27Z Lira, Maria Isabel de Castro http://repositorio.ufc.br/handle/riufc/85518 2026-03-27T20:54:44Z 2026-01-01T00:00:00Z

Título: A relação entre a síndrome do impostor e a dança: investigando os incômodos psicológicos no contexto artístico da dança em Fortaleza-CE Autor(es): Lira, Maria Isabel de Castro Tipo: TCC

2026-01-01T00:00:00Z Santos, Antonio Jefferson Oliveira dos http://repositorio.ufc.br/handle/riufc/83203 2025-10-23T15:17:01Z 2024-01-01T00:00:00Z

Título: As duas margens do Atlântico Autor(es): Santos, Antonio Jefferson Oliveira dos Abstract: The performance-exhibition As Duas Margens do Atlântico intersects the poetics of the body, memory, identity, and ancestry, expanding discussions in the fields of Art and Culture. Centered on the concept of corpographies in context, this study investigates localized, disobedient, and coexisting forms of knowledge, articulating artistic creation through the body with intersections between cosmopoetic, cosmopolitical, and corporeal learning. The research operates by recognizing identity resistance through opacity and promoting a pact between eco and Afro knowledge, exercising anticoloniality and calling for historical reparations. Methodologically, the project combines bibliographic research, autobiographical inquiry, and critical analysis of the creative process, with an emphasis on the experience report of the artist-researcher in a South-South context (Brazil-Cape Verde). It is grounded in concepts from contemporary Black studies, such as cosmopoéticas (Bona, 2020), fugitividade (Harney and Moten, 2013), opacidade (Glissant, 1996), and afrografia (Martins, 1997) in order to elucidate ethnoracial artistic-pedagogical practices in the Global South. The proposal challenges hegemonic narratives, positioning itself as a disobedient poetic manifesto that embodies opacity as a strategy of survival and resistance to coloniality. The exhibition materializes in photo-performances sublimated onto fabric, produced on the shores of Cape Verde and Brazil, as well as in the video performance Caminho-Para-Mar, projected within the exhibition space to engage in dialogue with the creative process. The installation includes symbolic material elements such as sea sand, paper boats, personal and collective images, and suspended flags, creating an atmosphere that evokes ancestral crossings. The expography, detailed in technical sheets, emphasizes materiality and spatial arrangement as an extension of the concept of corpographies. Finally, the work celebrates the connection between Atlantic shores, highlighting Creole language, Black female resistance, and quilombola struggles as central axes of a counter-colonial pedagogy. As Duas Margens do Atlântico thus proposes an epistemological journey that values Black technologies and intellectualities, reaffirming art as a space of (re)existence and social mobility. Tipo: TCC

2024-01-01T00:00:00Z Moura, Erica Bianca da Silva http://repositorio.ufc.br/handle/riufc/82960 2025-10-08T15:57:41Z 2025-01-01T00:00:00Z

Título: A dança no contexto da disciplina de artes: desafios e experimentações metodológicas em uma escola de ensino básico Autor(es): Moura, Erica Bianca da Silva Abstract: This monograph investigates the challenges and possibilities of integrating dance into the school curriculum of the Arts discipline, based on practical experiences carried out at the Municipal Elementary School 11 de Agosto, in Fortaleza. The study seeks to understand how dance, as an artistic language, can serve as a pedagogical tool for the holistic development of students, while facing structural, cultural, and pedagogical limitations that hinder its implementation in Brazilian public schools. Divided into four main sections, the research first explores the historical trajectory of dance in Brazil, addressing its historical marginalization and the legal advancements that led to its mandatory inclusion in the school curriculum. The second section analyzes the experiences within the Pedagogical Residency Program, highlighting the challenges faced, such as cultural resistance, lack of infrastructure, and the absence of specialized teachers, while also presenting the adaptation strategies used to overcome these obstacles. The third section details the pedagogical practices developed throughout the project, with playfulness as a central element. Activities such as dance games, the creation of choreographic cells, and experiments based on everyday movements proved effective in engaging students, deconstructing prejudices, and broadening their perceptions of movement. The fourth section discusses dance and its possible developments in schools, emphasizing its interdisciplinary connections and proposing strategies to expand and consolidate dance education within the school environment. This section explores how dance can dialogue with other fields of knowledge. The results indicate that dance has the potential to transform the school environment, fostering creativity, autonomy, critical thinking, and sensitivity among students. However, investing in ongoing teacher training, valuing this professional, raising awareness within the school community, and improving infrastructure are essential to ensure that dance is recognized and appreciated as an essential artistic language. This study, based on authors such as Paulo Freire, Rudolf Laban, and Isabel Marques, reinforces the importance of inclusive and inventive pedagogical practices capable of connecting dance to students' sociocultural experiences. Tipo: TCC

2025-01-01T00:00:00Z Maciel, Larissa Elen Silva http://repositorio.ufc.br/handle/riufc/82868 2025-10-02T17:48:55Z 2021-01-01T00:00:00Z

Título: Ensino, infância e TDAH Autor(es): Maciel, Larissa Elen Silva Abstract: What is it like to deal with a child with ADHD in the classroom? Is our current educational system a system that can deal with these people and their uniqueness? This paper will address questions about the child with ADHD and teaching as well as teaching dance. Based on a participant observation research, it will address notes born out of my experience in the classroom with a child with ADHD; my difficulties and facilities with the same, the learnings and concerns born there. About the failure of our current educational system towards these children, which insists on a methodology based on the concept of disciplinarization where the only objective is to keep these and other children and students within the molds that are believed to be the correct and only possible. Thus, making all those who do not fit into these molds deviant and targets of constant criticism and punishment. Tipo: TCC

2021-01-01T00:00:00Z