The Journal of Education, Arts, and Inclusion is linked to the Research Group for Education and Arts in Contemporary Political Processes and to the Interdisciplinary Laboratory for Teacher Education (LIFE), at the Center for Arts, Design and Fashion of Santa Catarina State University (Udesc), in partnership with the Federal University of Southern Bahia (UFSB). ISSN: 1984-3178 Publishing model: Continuous Article Publishing Year created: 2008
Universidade do Estado de Santa Catarina
Copyright Statement The Educação, Artes e Inclusão is a journal that follows the Free Access Policy. The articles published by the journal are free of charge, intended for educational and non-commercial applications. The articles whose authors are identified represent the expression from the point of view of their authors and not the official position of the Educação, Artes e Inclusão Journal or the Educação, Artes e Inclusão Research Group. Authors who publish in this journal agree to the following terms: (A) Authors retain the copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License which allows the sharing of the work with acknowledgment of authorship and initial publication in this magazine. (B) Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (eg publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this magazine. (C) This journal provides public access to all of its content, as this allows for greater visibility and scope of published articles and reviews. For more information on this approach, visit the Public Knowledge Project. This journal is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This license allows others to remix, adapt and create from your work for non-commercial purposes, and although new work must give you due credit and cannot be used for business purposes, users do not have to license such derivative works under the same terms.
The promotion of accessibility and the inclusion of people with disabilities in the labor market – research in a Federal Public Institution
This article is part of the field of study of social inclusion of people with disabilities and aimed to verify compliance with accessibility criteria for inclusion in the labor market, through field research undertaken in a Federal Public Institution. Six closed-ended questionnaires adapted from the Accessibility Self-Assessment Instrument (JANUZZI et al., 2019) were used, answered by the managers responsible for the following areas in the Institution: Institutional Planning, Infrastructure, Organizational Communication, Logistics, Information Technology and Management of People. A descriptive analysis of the data obtained individually for each dimension of accessibility was carried out, in which it was observed that the accessibility criteria were met according to the prioritization established by Januzzi et al. (2019). It was concluded that, although the absolute compliance with the normative criteria required for the promotion of accessibility is still considered complex, the more there is progress in this sense, the reduction of barriers imposed on people with disabilities will proportionally occur so that the work environments, as well as any other social space, can become more egalitarian and inclusive.
Copyright (c) 2025 MARIA APARECIDA DE CARVALHO CORREIA, Alexandre Guilherme Motta Sarmento, Tânia Gomes Figueira https://creativecommons.org/licenses/by-nc/4.0
Pernambuco dances in school physical education: recognition and appreciation of popular culture in the northeast
The present study permeates the discussions regarding the treatment of dance in the school environment, focusing on the dances present in the popular culture of the northeast, more precisely in the state of Pernambuco. This study is justified from the guidelines proposed by the Curriculum of Pernambuco that establish regional dances as a content of School Physical Education. This discussion aims to investigate the limitations and possibilities for dealing with Northeastern dance in Physical Education classes at school. From there, to establish reflections on the relevance of valuing the local culture in the formation of historical subjects from the appropriation of the body culture of movement. The design of this article is characterized as a qualitative narrative literature review. It was possible to verify that the access to the systematized knowledge of dance enables the production of new knowledge of social practice and it was concluded that the regional manifestations collaborate in the formation of the student from their socio-historical and cultural legacy.
Copyright (c) 2025 Dayvson da Silva Felipe, Pamella Kalluana de Amorim Cruz, Paula Roberta Paschoal Boulitreau https://creativecommons.org/licenses/by-nc/4.0
This article presents a narrative literature review aimed at analyzing the theoretical paradigms that have influenced educational inclusion practices for people with disabilities. Using the Disability Models as conceptual frameworks for the theoretical foundation of the theme, a historical analysis was carried out covering the period from pre-modern times to the present day. The study highlights the educational implications associated with each model, systematizing their main characteristics and repercussions. In the prescindence model, segregation and marginalization prevailed, with no consistent records of educational practices, except for occasional initiatives of an assistentialist nature. The medical model, in turn, was marked by the logic of integration, in which students with disabilities, once admitted to school, were expected to adapt to existing methodologies, without significant structural or pedagogical transformations. The social model introduced an innovative conception by understanding disability as a result of barriers imposed by society, shifting the focus from individual limitation to social and pedagogical contexts. In conclusion, it is observed that the three models analyzed not only reflect changes in perspective within the educational field but also influence the formulation of legal frameworks and public policies that consolidate inclusion as a structuring principle of contemporary schooling.
Copyright (c) 2025 Ana Carolina Rabello Nascimento https://creativecommons.org/licenses/by-nc/4.0
Teachers' report of a chemistry degree course on the process of inclusion of students with disabilities
Guaranteeing access for people with disabilities is increasingly being put into practice in Higher Education. Despite the different initiatives to implement inclusion at the university level, there still remains a barrier such as the exclusionary practices of teachers. Given the above, this research aimed to investigate how teachers at a public Higher Education Institution located in the South of Minas Gerais put inclusion into practice in the classroom. For this, a methodology with a qualitative approach, of the case study type, was used. A semi-structured interview was carried out with three professors from the University's chemistry teaching area. Then, a content analysis was carried out, where the information collected was grouped into categories. It was found that teachers do not have the pedagogical preparation to teach students with disabilities in the classroom due to gaps in their initial training and the lack of search for continued training. It is necessary to reinforce training in undergraduate courses in Brazil for an inclusive perspective, in order to prepare teachers for future work with a student with a disability and, also, to raise awareness among working teachers about the search for continued training that significantly encompasses inclusive practices and strategies.
Copyright (c) 2025 Marcela Openheimer https://creativecommons.org/licenses/by-nc/4.0
Bodies, femininities and dance performances: reports of an artistic-educative transformative experience
The present work stems from an artistic-educative installation-performance on Dancing at a private university in the state of Rio Grande do Sul, Brazil, focused on the theme of violence against women. It was sought to analyze from the perspective of seven psychology academics and interpreter-creators from the project, how practices based on a performative pedagogy in Dancing can contribute for a critical, sensible and committed University education. For the creative process, visual, auditory, tactile stimuli, contemporary dance techniques and daily records of the experience were used. The learning achieved in this process made it possible to build bodies capable of breaking personal limits, and allowing appropriation from its ability to transform, also strengthening the concept of collectivity and the enjoyment in coexisting. Occupying the university space, in order to cause clefts in it, proved to be a problematizing pedagogy, crossed by experience. Likewise, the break with the structural male chauvinism materialized in the desire to participate in the construction of a different society for women. Thereby, the theoretical concepts explored in class were embodied and went beyond the walls bringing with it the political place of the body when the interpreter-creators begin to take over the university from another place: the place of the complaint, of the protagonism, of the struggle and achievement.
Copyright (c) 2025 Monise Gomes Serpa https://creativecommons.org/licenses/by-nc/4.0
Retratos de mulheres pelo prisma das sensibilidades
Este estudo mapeia os artistas cujas obras pertencem ao acervo do Museu Paranaense (MP) e do Museu Oscar Niemeyer (MON), que por meio de publicações e exposições, permanecem como referência na produção em artes visuais, em Curitiba. Fontes que se traduzem em materialidades para compreensão do papel das mulheres e das artistas na sociedade paranaense. Nele, questiona-se: Qual a inserção das mulheres na posição de artista? Como as mulheres são retratadas? Dialoga-se com autores que tratam da profissionalização feminina, do campo da arte e da representação da beleza: Michelle Perrot, Ana Paula C. Simioni, Georges Vigarello e outros, bem como, os aportes teóricos do campo das sensibilidades a partir da abordagem de Sandra J. Pesavento, alinhado com os pressupostos da História Cultural. Constata-se um número pequeno de mulheres artistas: três – na exposição Memórias das Ruas; seis – na publicação Personagens da História do Paraná. As mulheres são retratadas de modo recatado e a maioria representa uma elite local, memorizadas em seus papéis de esposa, mãe e filha ou por seus vínculos com o magistério e as artes.
Copyright (c) 2025 Rossano Silva, Adriana Vaz https://creativecommons.org/licenses/by-nc/4.0
Acessibilidade e tecnologia assistiva para a locomoção de estudante com agenesia de membros superiores e má formação de membro inferior
This study presents a case report of a special school student with difficulties in carrying out pedagogical activities. This work aims to improve the student's locomotion, providing autonomy of locomotion and independence to carry out activities. This is an excerpt from a descriptive doctoral study with a qualitative approach. The instruments used were the WHOQOL-100 questionnaire before and after using the automated wheelchair, observations described in a diary and the Visual Analog Satisfaction Scale. The student used the chair for 15 days, with virtual use orientation sessions. Through the results found in the pre- and post-use of the chair, there was an improvement in the perception of the student's quality of life in facets related to levels of independence and social relationships. The reports presented corroborate the results filled in on the satisfaction scale, proving the benefits caused at home for locomotion, communication and interaction with family members. It is concluded that the development of assistive technologies capable of meeting the specific needs of each person with a disability requires time, many studies and follow-up so that the potential for safely promoting benefits can be evaluated.
Copyright (c) 2025 Guilherme Nunes Nogueira Neto, Giullia Rinaldi, Auristela Duarte de Lima Moser https://creativecommons.org/licenses/by-nc/4.0
Intermunicipal political and pedagogical action - 1st forum of the inclusion program in networks: 'special education policies, human training and affirmation of diversity'
The Inclusion in Networks Program: special education policies, human training and the affirmation of diversity is an intermunicipal program, created based on research from the master's course of the Graduate Program in Education, Contemporary Contexts and Popular Demands (PPGEduc) at the University Federal Rural do Rio de Janeiro (UFRRJ), which integrates the Special Education coordinations of municipal education networks in the Costa Verde/RJ Region that, in a collaborative way, seek to transform their cultures, policies and practices. One of the stages of the program was the execution of the 1st Forum of the Inclusion in Networks Program. The objective of the Forum was to facilitate and strengthen the articulation in a decentralized way and in networks with consequences in concrete actions for the consolidation of inclusion in education in the region of Costa Verde/RJ. Thus, in this article, in the light of Theodor Adorno's studies, we sought to present and analyze the public policies related to the inclusion of people with disabilities in the region, as well as to reveal the organization and execution of the Forum, disclosing the possibilities and potential of the work collaboration between educational networks.
Copyright (c) 2025 ALESSANDRA ANDRADE CARDOSO https://creativecommons.org/licenses/by-nc/4.0
Theater, education and creative processes: Reflections on the University Theater Group - GTU/UFPA.
The main objective of this research is to propose reflections on the University Theater Group (GTU/UFPA) as an extension project and its creative path of theatrical performance in the city of Belém/PA. To do this, the UFPA School of Theatre and Dance is contextualized, the locus where the group arose and to which it returns; the path of the University Theatre Group is highlighted through its creation from the Novos Encenadores extension project developed by Charone (2018) and the role of this group in the dialogue with Theatre and Education is understood. This article was written as a finalization of the Postgraduate in Languages and Arts in Teacher Training (LAFD/IFPA), in the research line of creative processes, aesthetic and cultural knowledge of languages. The theoretical framework includes the definitions of staging, university theater, theater-education and creative processes, covering, respectively, the ideas of Koudela (2008), Carreira (2012), Antonello (2017) and Canda (2020). The methodological approach of this work consisted of a qualitative case study of a descriptive nature, based on experience reports, with memory and documentary consultation as data collection tools, through interviews on the subject with four subjects divided into four categories in this context: the teacher who conceived the GTU/UFPA, a student from the school of theater and dance, an external participant in the group and a new director. The main focus of the interviews was the importance of the GTU/UFPA and each participant's perceptions of this group. From the collection/survey/analysis of this data, it was possible to see that this group, during its period of operation, had a direct relationship with education and creative processes, since it returned to the university as an extension project, proposed various forms of staging, stimulated creation at a collective level and made it possible to put on several shows. In this way, it was possible to highlight the impact of the GTU/UFPA as a creative path for theatrical performance in the city of Belém/PA.
Copyright (c) 2025 Roseany Karimme Silva Fonseca, Silvia Sueli Santos da Silva https://creativecommons.org/licenses/by-nc/4.0
Teaching art and mental health: proposals, experiences and directions from psychiatric ateliers.
The insertion and application of art in mental health care contexts is the central object of this article. To achieve this proposal, the pioneering experiences of dialogue between these two fields in psychiatric ateliers in the 20th century are revisited and problematized. Based on these references and highlighting the work coordinated by Osório César and Nise da Silveira, we inventoried and articulated proposals, experiences and directions related to the inclusion of art within the scope of Therapeutic Workshops, a space for the insertion of artists and art educators in public care policies to mental health.
Copyright (c) 2025 Angélica Gadelha, Ewelter de Siqueira e Rocha https://creativecommons.org/licenses/by-nc/4.0
Hegemonic Pedagogical Trends and the Formation of the Art Teacher Pedagogue
This study is based on an understanding of Art as knowledge and creation, considering it as a form of expression and manifestation of historically produced culture. To this end, the object of this analysis was the study of the teaching of Art in the training of teacher-pedagogues, based on two Pedagogy courses in the state of Tocantins, one in a private institution and the other in a public one. The research problem lies in analysing the training perspective present in the curriculum of these Pedagogy courses and whether it prioritises the humanising training of the teacher-pedagogue. The aim of the research was to reflect on the hegemonic pedagogical trends present in the teacher-pedagogue training curriculum. In the course of this research, by adopting the method of historical-dialectical materialism for the bibliographical and documentary research, the socio-political and educational approaches were combined with an analysis of the teaching of art in the aforementioned courses. The research found that the courses prioritise technical training for the development of ‘skills and competences’, based on the idea of the ‘learning to learn’ pedagogy that has become hegemonic in national education. The adaptive and conformative perspective has influenced the very conception of what a pedagogy course is and, by extension, interferes in the specific field of art education.
Copyright (c) 2025 Rosemeri Birck https://creativecommons.org/licenses/by-nc/4.0
Caminhos para uma educação inclusiva, humanizadora e crítica
Copyright (c) 2025 Janine Alessandra Perini, Vera Lúcia Penzo Fernandes https://creativecommons.org/licenses/by-nc/4.0
RETRATAÇÃO A equipe editorial da Revista Educação, Artes e Inclusão seguindo o Committee on Publication Ethics – COPE e o SciELO – Guia para o registro, marcação e publicação de retratação, comunica a retratação do artigo: PIAZZA, Rosana Dalla. Atravessando o espelho de Orlan. Revista Educação, Artes e Inclusão, Florianópolis, v. 20, n. 1, p. e0051, 2024. DOI: 10.5965/198431782012024e0051. Disponível em: https://www.revistas.udesc.br/index.php/arteinclusao/article/view/19786 Identificou-se que o referido artigo contém dezenas de transcrições ipsis litteris de parágrafos, sem aspas e sem a indicação da devida referência em nota de rodapé dos diversos textos, dentre os quais: MARCHI, Salette Mafalda Oliveira. Presenças do corpo feminino na arte: aproximações a partir de Orlan. 2009. Dissertação de Mestrado do Programa de Pós-Graduação em Artes Visuais, Área de concentração em Arte Contemporânea, Linha de Pesquisa Arte e Cultura, da Universidade Federal de Santa Maria (UFSM). 123p. 2009. Disponível em: https://repositorio.ufsm.br/handle/1/5185 DUARTE, Eunice Gonçalves. Orlan do outro lado do espelho [em linha]. Biblioteca Online de Ciências da Comunicação, 2017. Disponível em: https://arquivo.bocc.ubi.pt/pag/Duarte-Eunice-Orlan.pdf JEUDY, Henri-Pierre. O corpo como objeto da arte. São Paulo: Estação da Liberdade, 2002. KLOTZ, Gleicimara Araujo Queiroz. Percepção estética do envelhecimento feminino. 2016. Tese (Doutorado em Psicologia Social) - Instituto de Psicologia, Universidade de São Paulo, São Paulo, 2016. Disponível em: https://teses.usp.br/teses/disponiveis/47/47134/tde-08082016-140517/pt-br.php BARBON, Lilian Patricia O autorretrato fotográfico na arte contemporânea / Lilian Patricia Barbon. – 2012 195 p. Dissertação (mestrado) – Universidade do Estado de Santa Catarina, Centro de Artes, Mestrado em Artes Visuais, Florianópolis, 2012. Disponível em: https://sistemabu.udesc.br/pergamumweb/vinculos/000050/000050a4.pdf PIAZZA, Rosana Aparecida dalla. O reflexo da arte em Inhotim. 2020. 119 f. Dissertação (Mestrado) - Curso de Mestrado em Estética e História da Arte, Universidade de São Paulo, São Paulo, 2020. Disponível em: https://doi.org/10.11606/D.93.2020.tde-14082020-185435. ALTAF, Gabriela Berutto. As belas que me perdoem: marcas do feio na contemporaneidade. 2014. 128 f. Dissertação (Mestrado) - Curso de Mestrado em Estudos de Cultura, Universidade Católica Portuguesa, [s. l.], 2014. Disponível em: https://repositorio.ucp.pt/handle/10400.14/16379 Além de trechos de matérias dos seguintes sites: http://www.orlan.eu/bibliography/carnal-art/ https://g1.globo.com/Noticias/PopArte/0,,MUL736383-7084,00-FRANCESA+ORLAN+FALA+SOBRE+A+ARTE+DE+MODIFICAR+O+PROPRIO+CORPO+COM+CIRURGIAS.html Muito embora alguns dos referidos textos constem na lista de referências citadas ao final do artigo, o artigo contém dezenas de parágrafos que consistem em transcrições literais das obras mencionadas, sem aspas e sem a respectiva atribuição de autoria em nota de rodapé. Após análise minuciosa da situação, a equipe editorial da Revista Educação, Artes e Inclusão concluiu que as numerosas transcrições literais de parágrafos de outros textos no artigo em questão, desprovidas de aspas e da devida indicação de autoria em nota de rodapé, caracterizam plágio. Ressalta-se que, nas Diretrizes para Autores da REAI, consta: “A Revista Educação, Artes e Inclusão recebe trabalhos ORIGINAIS e INÉDITOS para publicação, de autoras e autores brasileiras/os e estrangeiras/os, com mestrado e/ou doutorado [...]” Ademais, entre as Condições para submissão do artigo assinaladas pelos autores como requisito para conseguir submeter o artigo no sistema eletrônico da revista, encontra-se a seguinte: “A contribuição é original e inédita, e não está sendo avaliada para publicação por outra revista; caso contrário, deve-se justificar em "Comentários ao editor". Pelas razões acima expostas, a Revista Educação, Artes e Inclusão reitera seu compromisso com a ética e as boas práticas editoriais e comunica a retratação do referido artigo. Profa. Dra. Maria Cristina da Rosa Fonseca da Silva Editora Geral da Revista
Copyright (c) 2025 Revista Educação, Artes e Inclusão https://creativecommons.org/licenses/by-nc/4.0
RETRATAÇÃO A equipe editorial da Revista Educação, Artes e Inclusão seguindo o Committee on Publication Ethics – COPE e o SciELO – Guia para o registro, marcação e publicação de retratação, comunica a retratação do artigo: CUSTODIO, Vanessa Celia Domingos; DIAZ, Iara Del Pilar Solar; MELO, Catia. A inclusão de pessoas com deficiência no mercado de trabalho na região do ABC Paulista: uma visão ampla. Revista Educação, Artes e Inclusão, Florianópolis, v. 20, n. 1, p. e0052, 2024. DOI: 10.5965/198431782012024e0052. Disponível em: https://www.revistas.udesc.br/index.php/arteinclusao/article/view/15882. Identificou-se que o referido artigo contém dezenas de transcrições ipsis litteris de parágrafos, sem aspas e sem a indicação da devida referência em nota de rodapé dos seguintes textos: DOVAL, J.L.M. Inclusão de pessoas com deficiência no Mercado de Trabalho: desafios e tendências. Dissertação de mestrado. Programa de Pós-graduação em Administração da Universidade Federal do Rio Grande do Sul. 199 p. 2006. Disponível em: https://lume.ufrgs.br/handle/10183/8215 Camargo, M. L., Goulart Júnior, E., & Leite, L. P. (2017). O Psicólogo e a inclusão de pessoas com deficiência no trabalho. Psicologia: Ciência e Profissão, 37(3), 799-814. https://doi.org/10.1590/1982-3703003232016. Disponível em: https://www.scielo.br/j/pcp/a/ngsbyT5Xz7JLTJnZCXPbRdC/?lang=pt GESSER, Marivete; CRP-12. Psicologia e Pessoas com deficiência. Florianópolis, Conselho Regional de Psicologia de Santa Catarina–CRP-12: Tribo da Ilha, 2019. Disponivel em: https://crpsc.org.br/public/images/boletins/Miolo_Psicologia-e-Defici%C3%AAncia-Interativo.pdf CASTRO; Joaquim Dias de; RIBEIRO; Eduardo Pontual. Um teste empírico para a teoria dos jogos: o modelo de barganha com ultimato. 2008. Monografia de conclusão de graduação em Ciências Econômicas. 29p. Universidade Federal do Rio Grande do Sul. 2008. Disponível em: https://www.ufrgs.br/ppge/wp-content/uploads/2021/06/2000-06.pdf Muito embora a dissertação de mestrado “Inclusão de pessoas portadoras de deficiência no mercado de trabalho : desafios e tendências” (2006), de Jorge Luiz Moraes Doval, conste da lista de referências citadas ao final do artigo, o texto contém dezenas de parágrafos que consistem em transcrições literais da obra mencionada, sem aspas e sem a respectiva atribuição de autoria em nota de rodapé. Após análise minuciosa da situação, a equipe editorial da Revista Educação, Artes e Inclusão concluiu que as numerosas transcrições literais de parágrafos de outros textos no artigo em questão, desprovidas de aspas e da devida indicação de autoria em nota de rodapé, caracterizam plágio. Ressalta-se que, nas Diretrizes para Autores da REAI, consta: “A Revista Educação, Artes e Inclusão recebe trabalhos ORIGINAIS e INÉDITOS para publicação, de autoras e autores brasileiras/os e estrangeiras/os, com mestrado e/ou doutorado [...]” Ademais, entre as Condições para submissão do artigo assinaladas pelos autores como requisito para conseguir submeter o artigo no sistema eletrônico da revista, encontra-se a seguinte: “A contribuição é original e inédita, e não está sendo avaliada para publicação por outra revista; caso contrário, deve-se justificar em "Comentários ao editor". Pelas razões acima expostas, a Revista Educação, Artes e Inclusão reitera seu compromisso com a ética e as boas práticas editoriais e comunica a retratação do referido artigo. Profa. Dra. Maria Cristina da Rosa Fonseca da Silva Editora Geral da Revista
Timeless virtualities between Goya and Ai Weiwei: heterochonism in dialogues about art and politics
The invention of putting into dialogue Francisco de Goya and Ai Weiwei, two artists and their works absolutely distinct and distant in history, is playing with the temporal virtuality that governs acting and remaining forces even after death, in 'eternal return'. Thus, this text is proposed here as a narrative construction that seeks to circumvent historical contiguity in the intention of reopening problems, which can always be perceived under new looks and perspectives, in order to find facets still unexplored of artistic language. Art and politics establish their productions that negotiate, administer and potentiate the forces that operate on the bodies in diverse flows of deformation, mutation and rearrangements in the confluence of heterogeneous times.
Copyright (c) 2025 Ana Paula Sabiá https://creativecommons.org/licenses/by-nc/4.0
Dança, corpo, gestos e movimentos platform: a paradidactic material for teaching dance in the early years of basic education.
When discussing dance, in all its styles, one comes to an understanding of its importance in human formation, as an educational practice. This physical activity, more than the mere reproduction of steps and movements, can present a great potential in Physical Education classes. In contribution to the vocabulary of the arts, dance can express the different alternatives of knowledge in the world, as a substantial didactic strategy in the formation of Basic Education students. In this sense, the objective of this study was to construct an educational product named “Dança, Corpo, Gestos e Movimentos Platform”, related to the teaching and appreciation of dance, which provides subsidies for Physical Education professionals in Elementary School. The study population consisted of 32 teachers working in Elementary School. For data collection, electronic questionnaires were sent distributed before the use of the electronic platform by professionals and after the work with this paradidactic material. After the analysis of the obtained data, it was found the Platform can assist teachers in preparing their classes, so that the benefits of learning related to dance are obtained in an adequate way, valuing movement and health, but also cognitive and cultural aspects.
Copyright (c) 2025 Dirceu Antônio Cordeiro Júnior https://creativecommons.org/licenses/by-nc/4.0
Arte relacional num livro de arte para crianças: desafios da mediação cultural para o Museu de Arte de Blumenau – SC, Brasil
The theme of this research is the visual arts book, the book as a know-object, aesthetic and artistic. The focus is on the elaboration of the art books with visual art themes from Santa Catarina, because in the last years, investigating Blumenau Art Museum (Museu de Arte de Blumenau – MAB), it has been acknowledged the fragility of the original art materials. The objective is to comprehend the relations between the images and the words that can be used on children’s art books elaboration process that aims the aesthetic formation in cultural mediation processes. It is presented a book proposal based on the work “Como fazer um pote” from the Artist Roseli Moreira. The art book for children elaboration is based on a few aspects: the meeting with a local artist; the material exploration; the contact of the reader with the work of art; the concepts of the relational art present on the chosen work; the choice of an accessible source - all challenges to the book creation process.
Copyright (c) 2025 Carla Carvalho, Joanna Leoni https://creativecommons.org/licenses/by-nc/4.0
Do trivial ao inusitado: a criação de selfies por adolescentes em sala de aula
A intenção deste artigo é compartilhar algumas reflexões teórico-críticas e prático-didáticas acerca da compulsão contemporânea pela realização e difusão de selfies fomentada pela onipresença dos smartphones em nossas vidas e pensá-la no âmbito das salas de aula. Nesse sentido, exploramos também a integração dos smartphones e de seu universo de possibilidades em atividades de ensino e aprendizagem autorais e colaborativas no contexto da escola, especificamente, aulas de artes. Para isso, ademais de uma breve contextualização teórico-crítica do tema, apresentamos e propomos algumas considerações acerca de uma atividade desenvolvida, por uma das autoras do texto, em suas aulas de Artes para turmas dos Anos Finais - 8º e 9º anos - do Ensino Fundamental de uma escola da rede municipal, localizada na região periférica e limítrofe de Canoas, no Rio Grande do Sul-RS, no segundo semestre de 2018. Produzir e problematizar diferentes tipos de selfies possibilitou importantes indagações a respeito da espetacularização contemporânea da própria imagem e, nisso, também da onipresença dos celulares que a fomenta, discussões que nasceram em sala de aula e que buscamos expandir e compartilhar neste texto.
Copyright (c) 2025 Rosângela Fachel de Medeiros, Rosana Fachel de Medeiros https://creativecommons.org/licenses/by-nc/4.0
ILUSTRAÇÃO NA LITERATURA INFANTIL LATINO-AM ERICANA: Uma imagem holística da memória cultural na globalização
A ilustração latino-americana ganhou uma importância vital como imagem holística da construção do imaginário cultural da América Latina na globalização, graças às iniciativas de alguns escritores e ilustradores locais que contribuem com suas histórias enraizadas em um passado não-colonial, na memória de povos indígenas, afrodescendências, mestiças e todas aquelas formas socioculturais que constroem uma idiossincrática latino-americanidade. A análise incidirá primeiramente sobre a natureza comunicativa, estética e epistemológica da ilustração, a fim de demonstrar sua importância gráfica, começando por abordar o tema com autores literários e gráficos do passado e do presente, para refletir sobre a importância de avançar juntos entre escritores e ilustradores na construção ou reconstrução da memória e identidade cultural latino-americana, promovida pela literatura infantil.
Copyright (c) 2025 ERIKA ANDREA CRISTANCHO TORRES https://creativecommons.org/licenses/by-nc/4.0
Estar docente na educação: experiências estéticas formacionais e as múltiplas linguagens
Este trabalho surge a partir de uma experiência na formação inicial de professores, focando nos processos criativos na educação e se configura como a análise de um processo formativo vivido pelos autores. Surge a problemática: o que a formação estética do(a) professor(a) pedagogo(a) reverbera na prática pedagógica com crianças? Investiga-se como a formação estética do(a) educador(a) pode influenciar na educação com as crianças na perspectiva das diferentes linguagens (OSTETTO, 2017). A justificativa do estudo está na importância de promover uma educação estética e crítica através das imagens, que contribui para a construção de uma visão ampliada do mundo imagético, considerando que todas as formas visuais têm um papel educativo. A metodologia consiste em pesquisa qualitativa-teórico-exploratória. Os resultados abarcam as possibilidades de ser docente que produz o imaginário simbólico de cada sujeito ao criar, ao inventar, ao artistar e ao professorar a partir das visualidades e as experiências com as infâncias (CUNHA, 2014). Logo, as múltiplas linguagens podem provocar outras formas de aprender a partir da visualidade.
Copyright (c) 2025 Mariana Borges Lemes, Lucas da Silva Martinez https://creativecommons.org/licenses/by-nc/4.0
rt teaching in São Paulo state educational network: between reproduction and resistance in the “school floor”
In this article it is presented results from a mastership dissertation concerning six research questions related to Art Teachers in the “school floor” of São Paulo State educational network. In both 2016 and 2017 it was carried out research to data collection by means of field observational research in three distinct School Districts and 15 responses to the semi-structured interview applied in North 1 School District. Both data collection and description were grounded in authors from educational ethnography such as Erickson (1986) and Ezpeleta e Rockwell (1989). The stage of analyses and discussion of the obtained results were carried out with support from concepts formulated by Bourdieu e Passeron (2014), sociology of education researchers. Furthermore, it was considered the information concerning teacher’s working conditions as a significant analysis factor. By means of this research it was possible to identify practices of reproduction and resistance that have been perpetuated in daily school life related to Art subject. Also, it was possible to raise significant factors to the comprehension of the continuity and transformational possibilities of the logics of existence of the Art Teaching in the “school floor”.
Copyright (c) 2025 Pedro Bernardes Neto https://creativecommons.org/licenses/by-nc/4.0
Lugares de começos – Guardiões de memórias: onde se começaram a desenhar formas de pensar e fazer educação, mediação e participação
We believe in the depth of transformation latent in the combination of art and education, or in art as a way of proposing education. This union generates places of relationship where each person can meet themselves, the other and the others in themselves, and new ways of thinking about the key issues of contemporaneity, taking as a starting point the joint and sensitive construction of a fairer and more democratic society. This article reflects the realization of an artistic-cultural project, which we called Guardians of Memories built by many hands and many heads and subjectivities, in an exercise of co-creation between the school, the museum, which took off from art places and whose transdisciplinary approaches promoted moments of self-discovery and appreciation of the interpersonal and intercultural differences of all those involved. We're talking about a pioneering project between the a School Group and the a foundation with two art collections - two museums, and a starting point for thinking about the importance of artistic and cultural mediation projects, born of the school-museum union, and the importance of fruitful partnerships between the two, in the integral formation of people, regardless of their ages and diversities, and as a contribution to full citizenship. This partnership, which has decentralized both the school and the museum and created new territories and possibilities, has given rise to other ways of thinking about mediation and education, new rhizomatic paths that have expanded and been implemented in ways of doing things on both sides.
DOSSIÊ PEDAGOGIA CULTURAL, MUSEOLOGIAS CRÍTICAS E EDUCAÇÃO ARTÍSTICA
Copyright (c) 2025 Andreia Dias, Patricia Filipa Ribeiro Martins https://creativecommons.org/licenses/by-nc/4.0
Culture and sustainable development in the Amazon context
Culture and sustainability are fundamental dimensions of the contemporary societies’ development.Sociocultural processes are fundamental in the creation of sustainable actions, as they contributeto the development of inclusive societies and promote supportive relationships between groups ofdifferent identity origins. Our objective in this article is to discuss the conceptual and practicalrelationships between culture and sustainability from a perspective that includes culturemanagement, actions and voices of creators and makers of culture in the Brazilian Amazon regionwith sustained development. As a methodological procedure, we used scientometric indicators ofproductions by researchers and scholars who focused their investigations and publications on thetheme of the Brazilian Amazon. The themes investigated in the collection of information refer tosustainability, sustainable development, and culture. The data allowed us to analyze sustainabledevelopment practices. However, when we relate the topic to culture, the data highlighted thescarcity of discussion on the subject, especially in the Amazon region. Yet, the results allow us toconsider that cultural practices, nature conservation and sustained development in the BrazilianAmazon region are pillars that guarantee a healthy relationship between nature and the profusedevelopment of local communities.
Copyright (c) 2025 Yanna Calderaro Vinhote Canto, Itamar Rodrigues Paulino https://creativecommons.org/licenses/by-nc/4.0
Documentary from the Respiradores Project: an experience of art, education and sustainability in a state school in Minas Gerais
This text is a report on an artistic-pedagogical project entitled Respiradores, carried out between the months of February and July 2022, at the Bernardo Valadares de Vasconcellos State School, in Sete Lagoas-MG. All stages of the project were detailed, from pre-production, production and post-production, accompanied by photographic and videographic records, in addition to the project's final documentary, which, on this occasion, was supported by the 1st Edition of the Museu é Mundo Award. With the aim of promoting reflection on art, education and sustainability, in addition to describing the step-by-step process of carrying out the project at school, a brief historical overview of environmental education from the 1970s onwards, both in Brazil and around the world, was included.
Copyright (c) 2025 Francisco de Paulo D'Avila Junior https://creativecommons.org/licenses/by-nc/4.0
Andragogy: diversity and culture, factors of inclusion and exclusion in the school context of EJA
The Education Guidelines and Bases Law – LDB defines education as: “training processes that develop in family life, in human coexistence, at work, in teaching and research institutions, in social movements and civil society organizations and in cultural manifestations". also defines youth and adult education (EJA) as: Youth and adult education will be aimed at those who did not have access to or continued studies in primary and secondary education at the appropriate age and will constitute an instrument for lifelong education and learning . In other words, it is education for those who did not have it at their appropriate age. However, there are peculiarities in adult teaching, through bibliographical analysis and the author's observations we will bring light to this type of teaching.
Copyright (c) 2025 Otávio Barduzzi Rodrigues da COSTA https://creativecommons.org/licenses/by-nc/4.0
“When graffiti, it exists”: Graffiti as a device for constructing the identity of young people in a favela in the Manguinhos complex, in the state of Rio de Janeiro
The objective of the research is to understand how graffiti art contributes as a device for the construction of the identity of young people in the Manguinhos favela complex, in the state of Rio de Janeiro. The region where the research was carried out, based on a case study, is part of (1) a territory that brings together fifteen favelas. We studied the “Brabas Crew” project, which has been operating in this space since 2017, promoting the reconfiguration of the environment, of spaces abandoned by civil society and the State. The project's perspective is anchored in the consolidation of the rights of the participating subjects through the art of graffiti. The analytical theoretical centrality is in the studies of Costa (2005; 2007), Paula and Fravetto (2020) and others. The qualitative method was used, based on a case study, where unstructured interviews took place with the idealizing agents. We conclude that projects like this have the potential to motivate young people involved in the search for the expression of their rights and, consequently, in the construction of their identity as a subject when they expose, through graffiti, who they are and the needs they face in their daily lives and the from the favela.
Copyright (c) 2024 Antonio Nacilio Sousa dos Santos https://creativecommons.org/licenses/by-nc/4.0
O componente curricular arte no ensino médio integrado dos Institutos federais: uma possibilidade de integração com a educação profissional e tecnológica
The present article aims to present a pedagogical practice that helps to promote the integration between the arts curriculum and vocational and technological education in the integrated high school offered by the Federal Institutes of Educational Science and Technology in Brazil, consid-ering the perspective of human formation and focusing on one of its aspects, work as a pedagog-ical principle. To this end, the conceptual foundations of this type of education are objectively pre-sented, the concept of work as an educational principle is discussed, a brief explanation of the characteristics of counter-hegemonic arts education (with influence from the triangular approach of Ana Mae Barbosa) is given, and the conceptual and ideological similarities and approximations between arts education and professional education, which aims to be omnilateral and emanci-pated, are discussed. Finally, a proposal is presented to illustrate the feasibility of integration be-tween artistic and technical learning. It concludes that this integration is possible if the art educator knows and masters the conceptual foundations of professional and technical education and acts pedagogically with ethical and political commitment.
Copyright (c) 2024 Edvaldo do Nascimento Carvalho https://creativecommons.org/licenses/by-nc/4.0
Arte e Cegueira: reflexões sobre acessibilidade multissensorial de obras de arte bidimensionais
This article aims to present a contribution to the teaching of art to blind students enrolled in basic education. It is the result of a research with a qualitative approach, of the case study type with participant observation. This paper focuses on the development of the autonomy of blind students when in a situation of aesthetic enjoyment of two-dimensional visual works of art, as well as on increasing their creative, cognitive, sensitive and imaginative potential. It proposes reflections on the promotion of artistic experiences for blind students, in order to assist the art teacher in offering accessibility and aesthetic enjoyment for people with visual impairments. In this way, visually impaired students, enrolled in the regular education network will be able to experience the reading and contextualization of a two-dimensional work of art together with the other students in an art education class without the barriers imposed by an artistic education that prioritize vision.
Copyright (c) 2024 Viviane Alves Guimarães, Arheta Ferreira de Andrade https://creativecommons.org/licenses/by-nc/4.0
Photography, teaching and inclusion: Experience report with visually impaired students.
It’s apparently nonsense to ponder the construction of images for people with visual impairments, especially when such subjects are the authors of the imagery production. Against this idea, we present some results of the university extension project A Fotografia e Sentir. The actions involving teaching and photographic practice with students from IEACN - Institute of Education and Assistance to the Blind of the Northeast, located in the city of Campina Grande – Paraíba (Brazil). The text proposes a debate on didactic and methodological resources with a focus on accessibility and inclusion, the use of multisensoriality for the construction of imagery when exploring auditory and tactile stimuli, as also the importance of providing the role of emitter and creative source to the visually impaired student. We aim to encourage autonomous subjects and builders of their own knowledge, therefore, we present an experience report on the development of autonomy and photographic perception of students with visual impairment, that, by producing images, stimulated body awareness and explored their perceptions, indicating the process as possible methodological approach to inclusive photographic technique. The theoretical path involved Barbosa (1999, 2007), Vygotsky (1997), Schafer (2003), Merleau-Ponty (1994), Alves (2009) among others.
Copyright (c) 2024 Ian Costa, Cristianne Melo https://creativecommons.org/licenses/by-nc/4.0
Evasion at the Federal Institute of Espírito Santo campus Itapina: case study of the profile, relevant factors and proposed instrument for follow-up.
School dropout consists when student’s leaves their cousers without conclud. This paper aimed to discuss the reasons that led students from 2014 to 2016 to evade the undergraduate degree in Agricultural Sciences of the Federal Institute of Espirito Santo. This research aimed to investigate possible reasons for dropout that may be internal to the institution and those linked to the personal situations of alumni. We opted for exploratory research of qualitative nature, using tools for data collection and analysis quantitatively and qualitatively, in addition to the participatory observation methodology. In the technical procedures, a questionnaire with objective questions was applied, based on the current questionnaire used to measure the dropout of the institution's students. According to the answers obtained, we infer that the main reasons that led the students to drop out were the poor recognition of the teaching profession, dissatisfaction with the content and chosen course, dissatisfaction with their academic performance, etc. It should be noted that some of the above answers disagree with the fact that the highest dropout rates occur in the first semesters, showing that the poor persistence or support to the student during the course can also be a determining factor.
Copyright (c) 2024 Maria Rita Almeida Moraes Araujo, Raphael Magalhães Gomes Moreira, Daniel Louzada Casteluber https://creativecommons.org/licenses/by-nc/4.0