FAV - Trabalhos de Conclusão de Curso
URI Permanente para esta coleção
Navegar
Navegando FAV - Trabalhos de Conclusão de Curso por curso "Artes Visuais (RMG)"
Agora exibindo 1 - 10 de 10
Resultados por página
Opções de Ordenação
Item A contribuição do ensino das artes visuais para o desenvolvimento de pessoas neurodivergentes(Universidade Federal de Goiás, 2024-01-18) Fernandes, Mariana Martins Teixeira; Perotto, Lilian Ucker; Perotto, Lilian Ucker; Abreu, Carla Luzia de; Meira, Elinaldo da SilvaTeaching visual arts is an important tool that offers great benefits for education. Some people have neurocognitive functioning that differs from the expected average. In this course conclusion work I present reflections on neurodivergences and the aim is to understand how the teaching of visual arts contributes to the development of neurodivergent people. Based on my own experiences as a neurodivergent person, I seek, through bibliographical research, to build reflections on the relationship between the teaching of visual arts and neurodivergence, in addition to mapping practices that were and are carried out and that contribute to the development of neurodivergent people.Item Cultura Furry e ensino de artes visuais: contextos preocupados com a inclusão de referenciais acolhedores(Universidade Federal de Goiás, 2024-01-16) Oliveira, Lucas Silveira de; Meira, Elinaldo da Silva; Meira, Elinaldo da Silva; Santos, Noeli Batista; Olivieri, Luiz Henrique Arantes AraújoThis work aims to address furry culture. It was born from its author's empathy with this contemporary cultural practice, and perceived as a research possibility during training in the Bachelor of Visual Arts. Born in the context of the 1970s, in the United States, and widely spread with the arrival of the global computer network, Furries are present from drawn forms to representations as costumes; In all these representations the cute and graceful forms stand out, however, beyond this, there is a lot of work and mobilization of derived forms of expression. An essayistic character was adopted in this work, as it was understood as the best way to tell this experience.Item Das coisas que ainda não sei. Percursos pessoais de formação em arte, ensino e pesquisa(Universidade Federal de Goiás, 2021-06-02) Silva, Matheus Martins da; Martins, Alice Fátima; Martins, Alice Fátima; Santos, Noeli Batista; Meira, Elinaldo da SilvaThis research discusses my training trajectory in the visual arts degree course through three axes that played an important part in my process and that go hand in hand within the course's curricular plan. They are art, teaching and research. I start from personal experience, firstly, because the discussion is directly related to my undergraduate career, secondly, because I consider the importance of reporting the impact that art, teaching and research have on society, given the protagonism that these areas have in my professional and human training. To do this, I use the mechanisms of autobiography, so that I can bring subjective aspects into the discussion, and artography, so that I can relate the three axes of art, teaching and research combined with my experiences. I seek to explore the issue of my lack of knowledge, exposing the things I still don't know within these three fronts of knowledge construction, especially because I consider ignorance a fuel for learning, and I also propose the exercise of reflecting on the things I still don't know on my own. that they were veiled from us, knowing that Brazil was a colonized country for centuries.Item Desafios na construção de laços afetivos com a prática artística na escola(2024-01-17) Chaves, Carolina Moreira; Martins, Alice Fátima; Martins, Alice Fátima; Santos, Noeli Batista dos; Olivieri, Luiz Henrique Arantes AraújoThis study aimed to comprehend the underlying reasons for students’ lack of emotional connection with artistic production in the Art discipline at school. Employing bibliographic research methods, previous investigations on the subject were examined, interwoven with materials and personal accounts through an autobiographical approach. It was evidenced that students’ disinterest in the Art discipline is largely linked to a lack of meaning, being approached in a disconnected manner from the student’s context and without the proper appreciation for their visual baggage. It is a complex and significant theme that, despite being extensively explored, remains a challenge to be addressed currently and likely in the future.Item Do ato fotográfico ao ato autobiográfico(Universidade Federal de Goiás, 2024-01-24) Carvalho, Thais Torres de; Rodrigues, Manoela dos Anjos Afonso; Rodrigues, Manoela dos Anjos Afonso; Ospina Álvarez, Juan Sebastián; Silva, Odinaldo da CostaIn this work, I investigate my artistic practice in photography as part of a liberation process, considering my daily experience since childhood, as a girl, teenager, and woman outside the norm. With a lot of hair spread across my body, I always faced people's judgement, my appearance was a reason for exclusion in the classroom groups of girls, to be accepted you had to be beautiful, your appearance was a reason for criticism, and since a long time I soon discovered this. In an autobiographical and self-representation approach to my own body, I seek in photography to break the bonds that have been imposed by society and at the same time encourage other women to free themselves from cycles of oppression. Thus, I make the photographic act an autobiographical act that seeks to emancipate my self-image.Item Do tradicional ao estilizado: as visualidades da cultura das quadrilhas juninas e a educação em artes visuais(Universidade Federal de Goiás, 2024-01-22) Silva, Aleksander Sousa da; Andrade, Rita Morais de; Andrade, Rita Morais de; Guimarães, Leda Maria de Barros; Meira, Elinaldo da SilvaThe research work on the visualities of the Square Dance culture arises from the need to identify elements that are part of the June culture within educational spaces through cultural transformations. Given this, the interest in research aims to understand the visualities of the Square Dance culture in the past and present (from traditional to stylized) and the ways of working with the elements of the June festival in Visual Arts classes and in education spaces. To do this, we will identify the main visualities that make up the June festivals through documentary research, experiences lived during my career as a June square dancer and the pedagogical residency program carried out during my degree in Visual Arts at the Faculty of Visual Arts of the University Federal of Goiás (2022-2024)Item Histórias de vida de professores de artes visuais da educação básica e os impactos do currículo oficial no exercício da docência(Universidade Federal de Goiás, 2024-01-17) Barboza, Isabela Silva; Santos, Noeli Batista; Santos, Noeli Batista; Martins, Alice Fátima; Olivieri, Luiz Henrique Arantes AraújoThis study was developed as a Course Completion Work (TCC) of the Visual Arts course - Teaching Degree, at the Faculdade de Artes Visuais at UFG, and aimed to analyze the paths of two Visual Arts teachers working in the Basic Education in Goiás State ― State Education of Goiás and the Federal Education of Professional, Scientific and Technological ―, investigating how the official curriculum impacts your teaching practices, as well as understanding the impact of the official curriculum on your training and professional development. Life Stories were used as a qualitative research method, through interviews, observations and analysis of official documents, such as the Base Nacional Comum Curricular (BNCC) and the Diretrizes Curriculares para Goiás (DCGO). The research results can provide relevance and significant contributions to the understanding and improvement of teaching practice in this area, such as understanding the impacts of the official curriculum when investigating how it affects the teaching practice of visual arts teachers, providing insights into the limitations, challenges and opportunities that these professionals face in the current educational context. This will contribute to a more comprehensive understanding of the factors that influence the quality of visual arts teaching in basic education.Item Proposta didático-pedagógica para o ensino de artes visuais na educação infantil: diálogo com a exposição Lavras e Louvores(Universidade Federal de Goiás, 2024-01-18) Menezes, Lorena Santos de; Cabral, Valéria Fabiane Braga Ferreira; Cabral, Valéria Fabiane Braga Ferreira; Santos, Noeli Batista dos; Perotto, Lilian UckerThis research uses bibliographic sources and presents the formulation of a didactic-pedagogical proposal for teaching visual arts in Early Childhood Education. The proposal is articulated in the three axes of the Triangular Approach, enabling a dialogue on cultural identity through the Lavras (work) and Praises (religiosity and festivals) Exhibition at the Anthropological Museum of the Federal University of Goiás (UFG). From the elaboration of this proposal, I intend to reflect on the importance of art/educators always seeking to create proposals through their ideas to make the visual arts discipline a protagonist in the construction of knowledge. Being in a non-formal education environment can awaken interest in art, developing skills, stimulating creativity and expanding the cultural repertoire. Considering that art teaching is essential for the social, emotional and intellectual development of human beings, as it stimulates creative, critical and sensitive thinking. When developing this didactic-pedagogical proposal for early childhood education, in partnership with non-formal education, I consider that it can contribute to the creation of other proposals and can be adapted for other stages of basic education.Item Reflexões acerca da formação para uma docência inclusiva em artes visuais: um relato de experiência(Universidade Federal de Goiás, 2024-01-17) Rodrigues, Camila Fernandes; Santos, Noeli Batista; Santos, Noeli Batista; Martins, Alice Fátima; Meira, Elinaldo da SilvaThis study aimed to promote possible changes in teaching practices and attitudes of equity in the teaching of visual arts through an inclusive methodological experience from the perspective of a Visual Arts undergraduate student with physical disabilities. The goal is also to deconstruct ideas and prejudices taught and systematized about people with disabilities, questioning the need for these individuals to conform to standardized norms. The objective is to demystify inclusion to generate reflections on the behaviors reproduced in education, with a focus on the training of graduates in higher education.As a methodology, the Experience Report (ER) of an artistic and methodological process was used, triggering the development of a tactile translation of the work "Self-Portrait with Thorn Necklace and Hummingbird" (1940) by Frida Kahlo. From the analysis of this experience, as a suggestion for a more inclusive didactic approach, we conclude the flexibility of possibilities by interconnecting education, art, and culture simultaneously within inclusive and accessible educational spaces, reaffirming the urgency of addressing this topic.Item Ressignificar as selfies no contexto do ensino das artes visuais: um estudo bibliográfico(Universidade Federal de Goiás, 2024-01-25) Lamounier, Maria Clara Negreto; Olivieri, Luiz Henrique Arantes Araújo; Olivieri, Luiz Henrique Arantes Araújo; Guimarães, Leda Maria de Barros; Meira, Elinaldo da SilvaThis academic work consists of a bibliographical study with the analysis of five academic works by Brazilian professors and researchers whose aim is to resignify the contemporary sef-portrait, the selfie, in visual arts classes, in formal education and in workshops. Sought to investigate, firstly, the general context of contemporary self-portraits, populary known as selfies, and their particularities, such as being an object produced almost exclusively for posting on social media, considering all the problems that relate to this exercise, such as the objectification of the individuals involved and the countless psychological problems caused. Initially, we started with Nicholas Mirzoeff‟s concepts and reflections on the relationships and differences between selfies and self-portraits; then we discussed the sociometer, presented by Max Fisher and the neuronal paradigm proposed by Byung-Chul Han. In the second section, it was necessary to analyze and problematize the possible use of this practice as a methodological resource in visual arts classes for final years elementary and high school classes. For that, we used researches and practical activities as examples. We identified that there are researches being carried out on the subject in at least three different regions of the country: northeast, midwest and south. In addiction, we noticed two common approaches, one that directly seeks to problematize selfies, and another that uses selfies to work on subjects such as self-portraiture. This research sought to think about a current problem, which has been identified as a recurring theme among several Brazilian researches, and hopes to contribute to similar future researches.