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. 2026-05-10T16:42:39Z https://tedebc.ufma.br/jspui/handle/tede/6941 Título: Tambor de crioula: práticas para o desenvolvimento de habilidades musicais no ensino fundamental (anos finais) Autor: NASCIMENTO, Denise de Alencar Primeiro orientador: TRINDADE, Brasilena Gottschall Pinto Abstract: This master's research investigates the popular cultural expression "Tambor de Crioula," seeking to identify significant aspects that can be applied as a pedagogical resource in art music classes in public elementary schools. The research started from the following question: how to make art music teaching more meaningful to students through the Tambor de Crioula? This work consists of creating a didactic reference to be developed through an educational intervention, encompassing a set of ethnic instruments and musical didactic activities. To achieve this purpose, the general objective was established as to investigate the use of Tambor de Crioula music as a pedagogical resource to develop the "Skills of the Knowledge Objects" of the "Music Thematic Unit," of the Art in Elementary Education—Final Years of Basic Education discipline, according to the Base Nacional Comum Curricular (BNCC). Consequently, three specific objectives were listed: a) to contextualize the paths of music teaching in contemporary basic education; b) to describe the ethnic manifestation of Tambor de Crioula with its representative musical elements; and c) to create examples of musical teaching activities based on the specificities and/or singularities of the music of the regional and/or local ethnic manifestation - Tambor de Crioula. The methodology used was bibliographic research through the contributions of Abreu (2015), Costa (2023), De Melo (2021), Freitas (2021), among others, and documentary research through specific legislation dealing with Black culture and its inclusion in the school curriculum. This research reaffirms the transformative potential of Tambor de Crioula in music education, highlighting its ability to enrich the school curriculum, promote social inclusion, and strengthen cultural identity. The limitations pointed out do not diminish the relevance of the study but open avenues for new investigations that broaden the impact of this cultural practice in the Brazilian educational landscape. The integration of local cultural expressions, such as the Tambor de Crioula, into music education is a fundamental step towards building a more equitable, diverse, and meaningful education, aligned with the principles of holistic and civic education Instituição: Universidade Federal do Maranhão Tipo do documento: Tese 2026-02-09T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6932 Título: O USO DO APLICATIVO DAILYART COMO RECURSO PEDAGÓGICO DIGITAL NO ENSINO DE ARTE: UMA EXPERIÊNCIA NA ESCOLA PÚBLICA  Autor: COELHO, Leuzete Sousa de Oliveira Miranda Primeiro orientador: DOMINGO, Reinaldo Portal Abstract: Esta investigación, vinculada al Máster Profesional en Artes (PROF-ARTES), analiza el uso de la aplicación DailyArt como recurso didáctico digital en la enseñanza del Arte en grupos de 9.º año de la Unidad de Educación Básica Profesor José da Silva Rosa. El estudio parte del siguiente problema científico: ¿de qué manera la aplicación DailyArt, como recurso didáctico, puede contribuir al proceso de enseñanza de las Artes Visuales, tanto para los docentes como para los estudiantes en el aula? Enmarcada en la línea temática de Enfoques Teórico-Metodológicos de las Prácticas Docentes, la investigación tiene como objetivo general analizar las potencialidades y los límites de la aplicación del recurso en contextos escolares, buscando comprender su viabilidad y sus implicaciones pedagógicas. La investigación se caracteriza por ser de naturaleza aplicada, con un enfoque exploratorio-descriptivo, adoptando una metodología cuanti-cualitativa en el ámbito de la investigación-acción. El campo empírico estuvo compuesto por 55 estudiantes de 9.º año, organizados en dos grupos, y las actividades se estructuraron en cuatro fases metodológicas, que incluyeron la introducción al uso de la aplicación, prácticas colaborativas, producción individual y la aplicación de instrumentos de recolección de datos. Los procedimientos metodológicos comprendieron investigación bibliográfica, aplicación de cuestionarios iniciales y finales, grupos de discusión, observaciones indirectas y registros fotográficos en el aula, complementados por las producciones realizadas por los estudiantes.; This research, linked to the Professional Master's Program in Arts (PROF-ARTES), analyzes the use of the DailyArt application as a digital teaching resource in art education for 9th-grade students at the Professor José da Silva Rosa Basic Education Unit. The study begins with the following research question: How can the DailyArt application, as a teaching resource, contribute to the teaching process of visual arts for both teachers and students in the classroom? Framed within the thematic area of ​​Theoretical and Methodological Approaches to Teaching Practices, the research aims to analyze the potential and limitations of applying this resource in school contexts, seeking to understand its viability and pedagogical implications. The research is characterized as applied in nature, with an exploratory-descriptive approach, adopting a mixed-methods (quantitative and qualitative) methodology within the framework of action research. The empirical field consisted of 55 ninth-grade students, organized into two groups. The activities were structured in four methodological phases, which included an introduction to the application, collaborative practice, individual work, and the application of data collection instruments. The methodological procedures comprised bibliographic research, the application of initial and final questionnaires, focus groups, indirect observations, and photographic records in the classroom, complemented by the work produced by the students. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-02-13T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6920 Título: A CULTURA POPULAR DO FESTEJO DE SANTA LUZIA POR MEIO DO ENSINO DE ARTE NA COMUNIDADE COIVARAS EM MATÕES DO NORTE/MA Autor: AMORIM, Silverilde Mendes Primeiro orientador: MATOS, Elisene Castro Abstract: Este estudio analiza la memoria, los conocimientos locales, la cultura, la religiosidad y la festividad católica de la celebración de Santa Luzia, así como la enseñanza del arte en la comunidad de Coivaras, Matões do Norte/MA. A través de una revisión bibliográfica de autores que discuten sobre: memoria colectiva e individual, Maurice Halbwachs (1877-1945), lugar de memoria, Nora (1993), Candau (2012) memoria e identidad, Bosi (1936-2017) memoria e individuo, Bondía (2002) y Bastos (2005) arte y experiencia, sobre las festividades religiosas, lo sagrado y lo profano, la investigación presenta ideas de Mello Morais (2002) y Priori (2000), en relación con la enseñanza del Arte y la Cultura Popular, presento algunas ideas de Costa (2004) y Barbosa (1991, 2002 y 2005), además de las directrices y legislaciones sobre el tema en Brasil, como el PCNS, la LDB y el BNCC. Nuestro objetivo es comprender cómo estos recuerdos y la festividad religiosa se entrelazan en la vida cotidiana de la comunidad y su influencia en el entorno escolar, integrando el conocimiento informal con el formal. Además de desarrollar formas de estimular la mirada de los alumnos de la E.M. Gregório Paulo Fernandes, Matões do Norte/MA. La metodología adoptada es la investigación-acción, con un enfoque cualitativo exploratorio-descriptivo, utilizando cuestionarios, anotaciones, registros fotográficos y entrevistas. Buscamos comprender cómo la historia oral, la cultura local, la religiosidad y la educación son herramientas metodológicas importantes para dar voz a los sujetos excluidos de la historiografía dominante.; This study analyzes memory, local knowledge, culture, religiosity, and the Catholic festival of the celebration of Saint Luzia, as well as the teaching of art in the community of Coivaras, Matões do Norte/MA. Through a bibliographic review of authors who discuss: collective and individual memory, Maurice Halbwachs (1877-1945), place of memory, Nora (1993), Candau (2012), memory and identity, Bosi (1936-2017), memory and individual, Bondía (2002) and Bastos (2005), art and experience, on religious festivities, the sacred and the profane, the research presents ideas from Mello Morais (2002) and Priori (2000), in relation to the teaching of Art and Popular Culture, I present some ideas from Costa (2004) and Barbosa (1991, 2002 and 2005), in addition to the guidelines and legislation on the subject in Brazil, such as the PCNS, the LDB and the BNCC. Our objective is to understand how these memories and the religious festival intertwine in the daily life of the community and their influence on the school environment, integrating informal and formal knowledge. We also aim to develop ways to stimulate the perspectives of students at the Gregório Paulo Fernandes Middle School in Matões do Norte, MA. The methodology adopted is action research, with a qualitative, exploratory-descriptive approach, utilizing questionnaires, notes, photographic records, and interviews. We seek to understand how oral history, local culture, religiosity, and education are important methodological tools for giving voice to those excluded from mainstream historiography. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-02-23T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6916 Título: MÃOS QUE FALAM, BONECOS QUE SENTEM: A EXPRESSIVIDADE DO TEATRO DE ANIMAÇÃO COMO PONTE COM O ESTUDANTE COM O TRANSTORNO DO ESPECTRO AUTISTA (TEA) Autor: RACHID, Keilianne Medeiros Falcão Primeiro orientador: BRAGA, Ana Socorro Ramos Abstract: This study investigates the glove puppet as a pedagogical tool mediating the socioemotional development of students with Autism Spectrum Disorder (ASD) in the context of public schools, considering the challenges faced by educational institutions in implementing inclusive practices sensitive to the unique needs of these students. The research aims to understand how aesthetic experiences with glove puppets can favor processes of communication, emotional expression, social interaction, and the construction of affective bonds in the school context. The research adopts a qualitative approach, based on bibliographic research and an interventional case study, developed at the Lilásia Lobão Marques Municipal School, located in the municipality of União, state of Piauí, with two elementary school students as participants. The central methodological procedure consisted of conducting eight workshops, structured around activities of awareness-raising, creation, puppet manipulation, improvisation, and narrative development, articulated with the practices of art education from an inclusive perspective. Data production occurred through participant observation, the researcher's logbook, photographic records, pedagogical monitoring sheets, and semistructured interviews conducted with teachers and family members of the participating students. The results showed significant advances in verbal and non-verbal communication processes, expansion of social interactions, greater engagement in pedagogical activities, strengthening of listening and shared attention, as well as the development of emotional self-regulation. It is concluded that puppet theatre, understood as an artistic language within the field of Art, is configured as an object of knowledge that articulates content and pedagogical methodologies aimed at the socioemotional development of students with ASD, contributing to the construction of inclusive practices and to the strengthening of communication, expression, interaction and humanization processes in educational relationships within the context of public schools. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-01-29T00:00:00Z