An interdisciplinary publication linked to the Pedagogical Center for Education and Art, from the Arts Center of the State University of Santa Catarina. ISSN: 2358-0925 Frequency: semiannual Year of criation: 2002
Universidade do Estado de Santa Catarina
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This study investigates phytotype as a practice of memory and ancestry in initial visual arts training in the Amapá Amazon. The series "Rastro Ancestral" by Elenir Santos uses family albums and sunlight to reveal images on leaves — a process that refuses digital haste. The work was developed at the xxxx Laboratory at xxxxx and connects knowledge from encanterias and embodied knowledge to arts education, questioning Eurocentric logic and academic fragmentation. Research and creation walk together, transforming teaching praxis. The exhibition "Imagens Insurgentes" concretizes this path: manual touch and respect for nature's cycles promote a sensitive and decolonial education. Phytotype ceases to be merely technique and becomes a political gesture — honoring the past and drawing other ways of teaching and existing in the Amazonian territory.
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EXPERIÊNCIA DE ARTE E MOVIMENTO NA EDUCAÇÃO INFANTIL
The article discusses the integration of art into Early Childhood Education through the Parangolé Workshop, inspired by the work of Hélio Oiticica. The proposal, grounded in the ideas of John Dewey and in the a/r/tographic approach of Dias and Irwin, employed non-conventional materials and bodily movement as legitimate forms of artistic expression. By valuing free aesthetic experimentation, the practice expanded children’s sensory and creative perceptions. The results highlight art as a transformative pedagogical tool that promotes meaningful and sensitive learning. The study further emphasizes the importance of contemporary art in the Early Childhood Education curriculum, as it fosters children’s holistic development and authentic expression.
A Revista Nupeart, organizada pela rede do Mestrado Profissional em Artes (Prof-Artes), apresenta o volume 29 intitulado “Práticas Pedagógicas em Arte”. Este volume reúne artigos relacionados às áreas de Artes Visuais, Música e Teatro. As produções textuais discorrem sobre ações nos âmbitos da Educação Básica e do Ensino Superior. Os textos nos convidam à reflexão sobre metodologias, formação docente, práticas pedagógicas decoloniais, espaços formais e informais para o exercício docente e sobre o uso de materiais pedagógicos nas aulas de Arte.
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O ponto a ponto de uma costura antirracista: Literatura negra e arte na escola
Por ser a escola um espaço de acolhimento, torna-se necessário o trabalho a partir das culturas silenciadas. Assim, este artigo propõe a reflexão acerca de uma experiência de leitura e arte, numa perspectiva decolonial, a partir de percursos propositivos antirracistas. Tendo por corpus a obra O avesso da pele, de Jeferson Tenório, e a conversa com o grupo de matriz africana que visitou a instituição, os estudantes teceram um bordado que dialoga com a arte ancestral do fiar. A trama no pano deixa à mostra a palavra que querem, metaforicamente, preservar no avesso: uma veste transparente que abriga os bordados. A experiência estética provocou o debate acerca do colonialismo que reverbera em práticas pedagógicas. Para além do cumprimento da lei 10.639/2003, que torna obrigatório o ensino da história e cultura afro-brasileira e africana, urge uma educação antirracista que dialogue com distintos componentes curriculares em prol de uma sociedade mais justa.
O artigo apresenta um estudo sobre como o tema da leitura de obras tem sido abordado no ensino de artes visuais, conforme registrado nos anais do Congresso Nacional da Federação de Arte Educadores do Brasil, entre 2014 e 2021. O objetivo foi analisar os trabalhos sobre o ensino de artes visuais com foco na leitura de obras em sala de aula, no Ensino Fundamental. Para tal fim, uma pesquisa bibliográfica de caráter qualitativo foi realizada. A partir de uma revisão inicial das apresentações na área de artes visuais, foi selecionada uma amostra de 28 comunicações classificadas na categoria “recepção de artes visuais em contexto escolar”. Nos resultados, o artigo apresenta uma síntese das análises dos trabalhos estruturada em três blocos de questões temáticas. Os problemas mais comuns incluem a falta de sistematização no trabalho com a leitura de obras no contexto escolar; a escassez de professores com formação específica na área de Arte; o excesso de alunos por professor e a polivalência; e a insegurança de alguns professores em trabalhar com arte contemporânea.
Professor-Pesquisador e os Saberes da Escuta: etnomusicologia e música popular na educação básica
Este artigo apresenta os resultados de uma pesquisa-ação desenvolvida em uma escola pública municipal de Juiz de Fora (MG), a partir da atuação do autor como professor de música em uma oficina de música popular no contraturno escolar. Fundamentada em Thiollent (2022), a pesquisa articula os campos da etnomusicologia aplicada e da educação musical crítica, defendendo práticas baseadas na escuta ativa, no diálogo intercultural e na valorização dos saberes musicais locais. A abordagem metodológica possibilitou integrar prática pedagógica e reflexão contínua, conforme defendem Del Ben (2010), Madeira (2015) e Freire (1996), revelando o papel do professor-pesquisador como mediador cultural e agente de transformação. A experiência dialoga com autores como Fragoso (2018), Green (2017) e Queiroz e Marinho (2017), ao considerar a música popular não apenas como conteúdo, mas como prática social enraizada em experiências comunitárias. Os resultados indicam que a construção de um currículo expandido (Swanwick, 2002; 2003), sensível à diversidade cultural e à coautoria discente, favorece a formação crítica e cidadã. Compreender a música como fenômeno cultural (Pereira, 2023) e educativo amplia os horizontes da escola pública como espaço de resistência, criação e escuta significativa.
Reflections on creating challenges for critical and reflective color teaching
This text deepens reflections and methodologies for teaching color, encompassing its multiplicities, contexts, and contrasts in the teaching and learning process of an artist-teacher, grounded by the question "How to teach color and its multiplicities in a critical and reflective way?" The theoretical foundations guiding the articulation and reflection of actions are based on the concepts of experience, continuity, and interaction (Dewey, 2010, 1959, 2002, 1979), and on the a/r/tographic methodology (Irwin, 2013, 2016).
Freedom and experimentation: ideas around the work of Teixeira Coelho
This article seeks to reflect on aspects of Teixeira Coelho's performance and production. A pioneer in understanding culture as a field of knowledge, the Professor Emeritus of the School of Communications and Arts at the University of São Paulo contributed to expanding the presence of the idea of ​​culture in the scope of human sciences inside and outside Brazil. Teixeira Coelho is a creator of ideas and cultural actors, with freedom as his guiding element. Faithful to art, he did not give up on it in the construction of his legacy, understanding it as an exacerbation and exasperation of culture.
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Notes on the musical language of Estércio Marquez Cunha in his brass works
This text aims to provide notes on the musical language used by composer Estércio Marquez Cunha in his compositions for brass. For the discussion, aspects of Brazilian music from the 20th century are presented in order to contextualize the composer's work in the Brazilian musical panorama of his time. General characteristics of some works that include brass as solo instruments are described and of this set of compositions, the “choral” work is analyzed in more detail. Therefore, the research is bibliographic in nature with document analysis. From the analyzes and reflections, it was possible to observe that Estécio Marquez Cunha's musical language presents elements both from the tradition of Western music and from today, which allows it to stimulate new perceptions.
“I am without and”: biography and contributions of Lia de Itamaracá to the field of culture and arts
This writing deals with biographical aspects of the cirandeira Lia de Itamaracá with critical reflections on this trajectory and reinforces the contributions that the master presents to Brazilian culture in contemporary times. With actions marked by the resistance of a black and peripheral woman, the paths were full of setbacks and confrontations that today lead to the consolidation of an artistic reference that makes up knowledge and practices in the field of art and culture. The article is part of the author's master's degree (2014-2016) and doctorate (2019-2023) studies and was created based on a bibliographical review, interviews, analysis of documentaries and, especially, the writing of her own body in Ciranda's circles.
Knowledge of our incorporated America: research and intermedial creation based on the philosophy of culture of Günter Rodolfo Kusch
Revisiting aesthetic categories from Günter Rodolfo Kusch's(1922-1979)philosophy, this article discusses the research conducted by the Research Group “FiloMove: Philosophies, Arts, and Aesthetics of Latin America”in the process of creating the show "Latin American Station: tribute to Rodolfo Kusch." The project aimed to reflect on intermedial experimentation, creating cross-border fields between knowledge and techniques derived from Latin American popular culture for their application in the training of teachers and artist-researchers in Brazil. Five vectors or media texts were combined: music, dance, theater, audiovisual media, and, as a conceptual innovation, the philosophical essay. In the current debate on intermedialstudies, the philosophy of culture developed by Rodolfo Kusch anticipates some of the propositions regarding the status of the body in philosophical practice as research. The project shows ways to produce new meanings by connecting media texts associated with Latin American values. The research results were shared as an educational performance.
Experimentações no Estágio Curricular em Artes Visuais: por uma docência em devir
This text discusses a teaching practice that is permeated by processes of creation and seeks relationships with art by asking: what movements can be triggered by experimenting with different modes of teaching? By presenting some teaching experiences lived at a public university in the south of Brazil (UFSM/RS), it aims to discuss Guided Teaching through the creation of Pedagogical Practice Diaries in the Internship course of the Visual Arts Degree program. The results presented relate to approaches to a teaching formation in becoming, one that embraces different collective processes and problematizes issues regarding teaching and artistic practice.
Neste artigo, tratamos sobre o uso do podcast em aulas do componente curricular Arte, apresentando também uma possível taxonomia de podcasts educativos proposta por Carvalho, Aguiar e Maciel (2009). No âmbito do ensino de Arte, falamos de seu uso nas unidades temáticas, das práticas de exercícios envolvendo a produção de imagens sonoras, da presença de alguns gêneros de podcasts nas aulas, sobretudo a ficção, e da possibilidade de criação de podcasts pelos próprios alunos. Este artigo é fruto do recorte de uma pesquisa desenvolvida no âmbito do doutorado, junto ao Programa de Pós-Graduação em Educação Matemática e Tecnológica (EDUMATEC), da Universidade Federal de Pernambuco (UFPE). Como método, utilizamos o Ciclo de Codificação de Saldaña (2013) para analisar algumas proposições descritas neste artigo, assim como a produção de memorandos analíticos para desenvolver nossas ideias. Ao final, constatamos que o uso do podcast, nas diversas linguagens artísticas, é uma experiência enriquecedora para os processos de ensino e aprendizagem em Arte. Mas também identificamos uma lacuna no que tange às pesquisas acadêmicas deste tema, no campo do ensino de Arte.
Jogando para a cena: Rastros metodológicos para ensino de teatro na EPT
This article, situated in the field of Theater Pedagogy, seeks to encourage its readers to consider possibilities for teaching theater based on the methodological traces left by its authors during practices conducted with classes in the Arts curriculum component within the context of Professional and Technological Education offered by IFRN and IFTO. Dialogues with the works of Araújo (2005) and Roubine (1982) enhance our thinking about staging. Regarding play, we have opted for the written works of Boal (2008), Koudela (2001), and Spolin (2008), while Gagnebin (2002) and Freire (2000) help us to consider the methodological paths that allowed us to bring play into the classroom scene. At the end of this writing, we affirm that it is possible to follow the presented methodological traces for experimentation, both in institutions that have EPT as a pedagogical focus and in others that aim to educate students holistically through the teaching of Theater. Theater Pedagogy. Staging. Play. EPT. Education.
O primeiro número do volume 28 da Nupeart pretende apresentar até dezembro do corrente ano, artigos do dossiê intitulado “Elaboração das Artes como campo de conhecimento” e mais de outros artigos de fluxo contínuo que abordam temáticas ligadas às artes, educação e seus amplos aspectos interdisciplinares.
Silence as a gesture in 4′33″, by John Cage
This article aims to understand silence as a gesture in the musical work 4′33″, composed by John Cage (1952). Theoretical references were taken from Galard (2008) and Flusser (2014) for a relevant understanding of the concept of gesture, which aimed to culminate in the meaning of the contemporary philosopher Agamben (2018). The musical discussion was observed through Durão (2005) and Zagonel (2007), as well as technical references pertinent to understanding the theme. In addition to the literature review, the methodology used a qualitative approach, which allowed for an appreciation of the gesture, characterizing it as an act or (im)posture, deviant from everyday life, which has both aesthetic and political dimensions. It was concluded that 4′33″ is a gesture against passive listening, co-opted by the contextualized logics of an immediate and predictable culture, given that the musical work itself suggests the resignification and understanding of silence, promoting active and reflective listening.
World Music Pedagogy: the presentation of a multicultural approach of music education
This article focuses on the multicultural music teaching proposal known as world music pedagogy or simply world music, presenting its philosophy and history, as well as some of its possibilities and limitations for the Brazilian context, through a critical analysis. To this end, a document analysis was carried out (SOUZA; GIACOMONI, 2021) in different documents that help in the process of understanding the historical context of the development of world music pedagogy. After that, a bibliographical review was carried out (RANDOLPH, 2007) on articles published in journals classified in the upper strata of the CAPES evaluation, between 2000 and 2020 that have world music pedagogy as a theoretical reference or central focus, which allowed an overview of the philosophical and methodological basis of this approach, which lacks a greater depth in the Brazilian context.
Dogville: between Jerzy Grotowski's theateral aesthetics and the human impulse in Friderich Nietzsche
This study analyzes the cinematographic work "Dogville" (2003), by Danish director Lars von Trier, focusing on three main pillars: signs and the power relationship, human impulses and the connection with Jerzy Grotowski's poor theater (1986), based on the philosopher Friderich Nietzsche's studies on "good" and "evil". The Judeo-Christian signs present in the film establish a parallel with the "dark" facets of the characters, which are revealed throughout the plot. This approach directs the viewer to deeply reflect on the inherent duality of "good" and "evil" in both oneself and others.
Dance and early childhood education: methodological proposal for a decolonial education
Early Childhood Education has changed its approach and implementation in recent decades. The childcare concept is gone. It has also been abandoned the idea of it being a prior step to Basic Education, integrating the formal basic curriculum. However, we need to discuss the official documents and the theoretical references, mostly European, as well as to discuss the possibility of implementing them in a decolonial perspective. Therefore, this article intends to analyze the National Common Curricular Base (BNCC) with regard to Early Childhood Education and the National Curriculum Guidelines for Early Childhood Education (RCNEI), as well as the proposed curriculum for the same age group in Europe, more specifically in Italy. Then we will discuss a proposal for the implementation of the BNCC in a decolonial perspective. Although teaching of the Arts is not anticipated in this age group, we recommend that the research be methodologically conducted by artistic means. Therefore, we will bring the experience of the “Kangaroo Project – dancing at school” as a possibility of dialogue between the objectives foreseen in the BNCC and its implementation in another epistemological basis. Learning that starts from personal and bodily research, with the creation of authorial resolutions and, at the same time, in interaction with others and the environment, breaking the current logic of the instituted teaching-learning process.
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For a critical music education front of consumption and alienation
The general objective of this research is to understand how critical theory contributes to thinking about a more reflective and resistant music education in the face of consumption and alienation. We are based on some theories of resistance to the influence of the cultural industry and the search for an integral and humanistic musical formation in line with the ideas of a more autonomous society. Based on the studies of Theodor Adorno, and other authors linked to Critical Theory, we seek to contemplate the proposal to understand the relationship between music and consumption. In this way, an opinion poll was conducted with music teachers and students from a higher education institution to demonstrate points related to consumption, human training, and the importance of humanistic knowledge in music classes. The qualitative analysis of the data in this research was based on the following categories: consumption, alienation, resistance to the cultural industry, and training of music educators. Thus, we seek to understand how the elements of a critical formation can contribute to thinking about a more reflective and resistant musical education in the face of consumption and alienation.
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This paper presents the results of a Pedagogical Proposal of literary and theatrical appropriation, based on the novel Dom Casmurro by Machado de Assis, in the context of the subject of Arts at Colégio Estadual São Cristóvão, in União da Vitória, Paraná, linked to the Mestrado Profissional in Arts - UDESC. Following the guidelines of the legal frameworks of the BNCC and the Education Guidelinesof the state Paraná. We investigated the possibilities of fostering repertoire for creative theatrical processes at school through literature, shared reading, collaborative writing and theatrical games. The methodology applied to the practice was action research with participatory research procedures and bibliographic research. The main concepts under discussion are shared reading (VIDOR, 2016), literary reception (ZUMTHOR, 2000), the pleasure and enjoyment of the text (BARTHES, 2015), appropriation in the context of literature and theater (MARTINS, 2004), individual and collaborative writing (NICOLETE, 2002), scenic composition (PUPO, 2005 and MARTINS, 2004). The appropriation process resulted in three scenes that were built together and presented as a result to the school community.
DIGITAL THEATER EXPERIMENTATIONS WITH HIGH SCHOOL STUDENTS
This text is the result of research on the Master of Arts course at the Arts Institute of the XX, which aimed to investigate and reflect on the processes of digital theatrical experimentation with high school students in a public school belonging to the Secretariat of State of Education of the Federal District. In the meantime, the target school has long discussed the use of contemporary digital technologies as facilitators of the meaningful teaching and learning process. From the developments in question, the research suggested a Pedagogical Proposal linking the teaching of Theater with contemporary digital technologies, making the reflection on the school processes concerned, based on five artistic products created by the students.
Through this article, it was intended to discuss about gender theories and notions, starting from the perspective of the american thinker Judith Butler (1990a; 2019b), of how patriarchal structures are strongly reproduced in a social context, especially by individuals who are imprisoned by standards culturally imposed by compulsory heteronormativity. Considering these passing rituals (GENNEP, 2011) and life crisis rituals (TURNER, 2005), the artist-researcher, proponent of this communication, in partnership with the Research and Extension Group CRUOR Arte Contemporânea of ​​XXXX and men free themselves, it took to the streets a manifesto to contest those already solid structures. In this way, a tripod for interlocution between gender notions, behavior patterns and urban performance acts in corality is erected.
O estranhamento como estratégia para o ensino/aprendizagem de Arte
Este artigo traz a discussão acerca de uma proposição para o ensino/aprendizagem de arte fundamentada na ideia de se provocar estranhamentos como estratégia para, entre outras questões, aguçar a percepção e alimentar discussões acerca da arte. O ponto de partida para a elaboração desta proposta foi um incômodo provocado por inscrições na parede de uma igreja - durante uma viagem a Ouro Preto (MG) – que se revelou potente para desencadear o que Paulo Freire chama de curiosidade epistemológica. Ou seja, algo que nos instigue tende a gerar questões e catalisar a construção de sentido para o processo de aprendizado. Na busca por referências que pudessem trazer pistas para refletir sobre a relação entre o estranhamento provocado por algumas imagens com as quais nos deparamos no nosso cotidiano e os processos de construção de conhecimento em arte, a discussão ganhou corpo com a ideia de curto-circuito de Jacques Rancière, em diálogo com as proposições de educação crítica e problematizadora de Paulo Freire, bell hooks e Ana Mae Barbosa e ainda com as concepções de arte urbana de Vera Pallamim.
In this research, we investigate the possibilities of teaching cinema in the school, especially in a practical perspective, from a experience of creation by the students. For this, we use the concept of creation pedagogy, a term proposed by Alain Bergala (2008), a scholar of cinema teaching in schools. We applied the theories covered in a course offered to public school students in Recife. It had a practical character, where students had the opportunity to produce their own films. The results obtained in this experience, while showing us interesting and enriching possibilities, alerted us to some problems existing in the implementation of differentiated projects in the school. In spite of this, we concluded that it is possible and necessary to teach cinema at school, above all, based on a pedagogy that emerged in the creation, experimentation, and realization of audiovisual projects by students.
O brincar e a teatralidade no contexto da educação infantil:
This essay discusses education and art and artistic intentions in relation to early childhood education. The difficulties of a teacher are narrated when venturing into an artistic proposal with her students / preschoolers and also the emancipatory processes from which a new vision of art and children emerged. In this sense, the essay demonstrates the importance of having a “common object” between the teacher and her small students, in this case, play. It also demonstrates the importance of working the theater in a playful way, presenting a path to theatricality. In addition, the play trail is illustrated by images by the plastic artist Dim Brinquedim. The text makes a dialogue between reading and theoretical reflection with the experience of a public-school teacher, highlighting its particularities: events, desires, dreams and sensations that school and art provide.
The article deals with the theoretical discussion that guided a research on possibilities of reframing popular dance at school. The work took place in art classes at a school in the interior of Paraíba, with high school students who are immersed in a local culture of producing xaxado. The movement patterns and techniques of this dance were the starting point for an artistic work, where the approaches took place in order to promote the reading and the transformation of the movement through a process of contextualization of the world experienced by the student. The article brings, among others, the contributions of Nestor Garcia Canclini, Carlos Rodrigues Brandão and Isabel Marques to a reflection on how popular dances are connected with modernity, as the discourse of tradition is still a strong inhibitor of work with dance at school and how it is possible to reframe dance in a creative process that uses popular culture as material.
Tradições culturais no ensino de música em classes hospitalares
This article aims to describe music teaching practices in hospital classes based on a proposal that was grounded on musical knowledge from the oral tradition of Northeast of Brazil. When considering the specificities of schooling in a hospital environment, a music teaching project was developed that integrated knowledge from the students' experiences associated with the knowledge defined in the school curriculum. From the experience developed, there was an intense participation of children in music classes, the results of which demonstrate the importance of manifestations of popular culture, especially cultural traditions, for the teaching and learning processes at school. Reflections on teaching practice unfold in suggestions for the formation of future professionals who are interested in working in this educational modality.