https://tedebc.ufma.br/jspui/handle/tede/1253 O PROF-ARTES é um programa de mestrado profissional (stricto sensu) em Artes com área de concentração em Ensino de Artes, reconhecido pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) do Ministério da Educação. 2026-06-03T08:55:29Z https://tedebc.ufma.br/jspui/handle/tede/6975 Título: Projeto Ser Criativo: práticas formativas em arte para alunos do Centro de Ensino Médio Quilombola Epitácio Azevedo Flor - Central do Maranhão-MA. Autor: SALES, Aricelia Cantanhede Primeiro orientador: MATOS, Elisene Castro Abstract: This is a mixed-methods (qualitative and quantitative) action research study that investigates the relationship between theory and practice in art education, through the analysis of results obtained from the implementation of the "Projeto Ser Criativo” in Quilombola High Schools. Its general objective is to ascertain the feasibility and analyze the contributions of the "Projeto Ser Criativo" to the students of the Centro de Ensino Quilombola Epitácio Azevedo Flor, a school located in the municipality of Central do Maranhão. The intervention consisted of 15 painting and drawing workshops for high school students, held between August and December 2024. Linked to the Professional Master's Program in Arts at the Federal University of Maranhão (UFMA) under the research line "Teaching, learning and creation process in art," the study used photographic and audiovisual records, online questionnaires, production of an execution report, and field observations for data collection. This text presents a brief historical overview of art education and artistic production in the classroom, highlighting the relationship between the school environment and the quality of art education. It also emphasizes theoretical aspects of project based learning and its contributions to art education. It links artistic practices to the experiments carried out during workshops, as spaces for creation and skill development. It challenges the teacher-facilitator to rethink teaching and learning practices, and to self-improvement. The results presented demonstrate that the "Projeto Ser Criativo" Project promoted the appreciation of the Art discipline within the school community and revealed significant student perceptions about the creative process. It is concluded that artistic experimentation in the school environment through projects stimulates the self-discovery of skills, familiarizes students with technical materials, and strengthens the bond between teacher and student, reaffirming the relevance of Visual Arts in the educational context.; Il s'agit d'une étude de recherche-action à méthodes mixtes (qualitatives et quantitatives) qui examine la relation entre la théorie et la pratique dans l'éducation artistique, à travers l'analyse des résultats obtenus lors de la mise en œuvre du projet « Projeto Ser Criativo » dans les lycées de Quilombola. Son objectif général est de vérifier la faisabilité et d'analyser les contributions du « Projeto Ser Criativo » aux élèves du Centro de Ensino Médio Quilombola Epitácio Azevedo Flor, situé dans la municipalité de Central do Maranhão. L'intervention a consisté en 15 ateliers de peinture et de dessin destinés aux lycéens, organisés entre août et décembre 2024. Liée au programme de master professionnel en arts de l'Université fédérale de Maranhão (UFMA) dans le cadre de la recherche « Processus d'enseignement, d'apprentissage et de création en art », l'étude a utilisé des enregistrements photographiques et audiovisuels, des questionnaires en ligne, la production d'un rapport d'exécution et des observations sur le terrain pour la collecte de données. Ce texte propose un bref aperçu historique de l'enseignement artistique et de la production artistique en classe, en soulignant le lien entre le milieu scolaire et la qualité de cet enseignement. Il met également l'accent sur les aspects théoriques de l'apprentissage par projet et sa contribution à l'enseignement artistique. Elle établit un lien entre les pratiques artistiques et les expérimentations menées lors d'ateliers, considérés comme des espaces de création et de développement des compétences. Elle invite l'enseignant-animateur à repenser ses pratiques d'enseignement et d'apprentissage, et à s'orienter vers un perfectionnement continu. Les résultats présentés démontrent que le « Projeto Ser Criativo » a favorisé l'appréciation de la discipline artistique au sein de la communauté scolaire et a révélé des perceptions importantes des élèves concernant le processus créatif. Il ressort de cette étude que l'expérimentation artistique en milieu scolaire, à travers des projets, stimule la découverte de soi et l'acquisition de compétences, familiarise les élèves avec les matériaux techniques et renforce le lien entre enseignant et élève, réaffirmant ainsi la pertinence des arts visuels dans le contexte éducatif. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-02-27T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6974 Título: Tarde cultural: um voo sobre o ensino do teatro "Uma Proposta Educativa na UEB Antônio Vieira, São Luís, Maranhão Autor: PEREIRA, Maria de Lourdes Andrade Primeiro orientador: MARTINS, Gilberto dos Santos Abstract: The main objective of this research, entitled "Cultural Afternoon: A Flight Over Theatre Education," is to guide the teaching of Art in the Theatre modality, highlighting the contributions and methodological strategies aimed at appreciating, doing, and contextualizing (Barbosa, 2008) through theatrical games in the classroom. The research is based on the experience of Viola Spolin and Ingrid Koudela, under the regulations and guidelines of the National Common Curricular Base (BNCC) and the Curricular Document of the Maranhão Territory (DCTM) for upper elementary education, with students from UEB Antônio Vieira, in São Luís, Maranhão. The problem of the lack of enjoyment in the school curriculum through theatre education led us to the following question: How could the "Cultural Afternoon" strategy, focusing on theatre education, contribute to art education at UEB Antônio Vieira? To answer this question, we conducted qualitative research directed at the student body of the school, in the form of a participatory case study, where the researcher, while collecting data, participates in the process. The results indicated an evolution in student learning, greater interaction among them, and the production of content (lesson plans) that will contribute to the updating of the Political and Pedagogical Project of the UEB Antônio Vieira. The discoveries presented in this work, which occurred through experiences lived in the classroom under the guidance of Professor Maria de Lourdes, are analyzed, and the results are presented in this dissertation. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-02-11T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6973 Título: Construindo conexões entre a arte e educação patrimonial: uma proposta educativa em torno da tipologia arquitetônica civil do Centro Histórico de São Luís/Ma. Autor: BARROS, Nayana Fernanda Primeiro orientador: COSTA FILHO, José Almir Valente Abstract: Este estudio tiene como tema central “La enseñanza de arte en el contexto de la educación patrimonial”, teniendo como objeto de estudio el patrimonio arquitectónico del Centro Histórico de São Luís. Insertada en la línea de investigación Procesos de enseñanza, aprendizaje y creación en artes, adoptamos como mediación ir más allá de las narrativas que privilegian las ideas hegemónicas y conservadoras de hechos memorables del pasado, sino ampliar la mirada de los estudiantes para debatir, cuestionar, reflexionar sobre los temas actuales y dificultades en la preservación de este acervo y, sobre todo, las contribuciones de grupos subalternizados, específicamente los negros, que fueron silenciados y suprimidos de la historia oficial y del título del Patrimonio Cultural Mundial. La investigación tiene como objeto general investigar de qué forma la enseñanza del arte, articulada a la educación patrimonial y a partir de experiencias estéticas con la tipología arquitectónica civil del centro histórico, puede fomentar en los alumnos una conciencia crítica y sensible sobre el patrimonio cultural. Para ello, se utilizó como método la investigación-acción, con base en la investigación exploratorio-descriptiva, en un abordaje cuali-cuantitativo a fin de profundizar la comprensión del objeto investigado y efectuar el análisis de los datos colectados. El referencial teórico se basó en autores como Ana Mae Barbosa, Simone Scifoni, Miriam Celeste, João Demarchi, cuyas contribuciones teóricas son fundamentales para el estudio. Como resultado de este trabajo, ofrecemos para la comunidad escolar caminos para una educación patrimonial y experiencia estética en artes visuales, que promueva una dimensión socioantropológica y alfabetización cultural que reconoce la diversidad cultural y tensiona las narrativas tradicionales, reconfigurando miradas sobre la ciudad, la historia y las identidades que la constituyen. Los estudiantes se aproximaron y despertaron una mirada crítica y sensible del patrimonio material arquitectónico de la ciudad, permitiendo que los discentes se reconociesen como sujetos históricos y culturales, capaces de leer el patrimonio edificado críticamente a partir de sus propias experiencias. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-02-09T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6972 Título: Entre imagem e significado: o atlas Mnemosyne de Aby Warburg como método de leitura entre a arte e o cotidiano. Autor: COSTA, Anna Carolina Rabelo Primeiro orientador: COSTA FILHO, José Almir Valente Abstract: This qualitative-quantitative action research aims to provoke informed reflections on the use of Aby Warburg's Mnemosyne Atlas as a methodological resource in the classroom and its direct relationship with the learning process of 6th grade students at the Gomes de Sousa Basic Education Unit. To this end, it is necessary to investigate Warburg's intellectual trajectory, articulating his central concepts of Nachleben (survival) and Pathosformeln (formulas of emotion). The Mnemosyne Atlas is understood as a device that uses a compilation of images—ranging from canonical works of art to supports of everyday visual culture—with the aim of producing new knowledge and temporal interrelationships. It is essential to understand that, throughout Warburg's career, art history underwent significant changes as a discipline, especially with regard to the use of images and their reappearances at different times in history. This work presents methodological proposals based on authors who promote critical and reflective reading of images in the teaching of visual arts. The research uses the following as its main theoretical references: Didi-Huberman (2013), Michaud (2013), Ana Mae Barbosa (2012), and Anamelia Buoro (2003). It concludes that Warburg's Atlas serves as a basis and pedagogical resource for teaching art, using the image as an essential reference for historical knowledge and for understanding manifestations. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-02-10T00:00:00Z