Mestrado em Arte e Cultura Visual (FAV)
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Item Videogames e interfaces: representação e experiência(Universidade Federal de Goiás, 2010-05-31) Lyra, Bruno Galiza Gama; Rocha, Cleomar; http://lattes.cnpq.br/5039948128955710This work analyzes elements related to computer interface, especially in the videogame, which affect the experience that is characterized by the contact with its elements and the manipulation that takes place from the very conformation that the interface provides. It begins with an approximation to the definition of interface from historical and theoretical assumptions from different fields of knowledge, from computer science to art, on to a framework in line with the components that characterizes the interface as related to the videogames, namely the narrative graphics, the physical elements and the HUD (heads-up display). The text addresses, then, the sedimentation of the interface in society from concepts already settled, noting also how it builds on the experience with the graphical interface on the screen, mainly from resources that refer to the human visual apparatus in its peculiarities. Semiotics, then, approach the signs that are presented to the interpreter in syntactic, semantic and pragmatic terms, and also from the analysis of three titles belonging to three different generations of consoles: Pitfall!, from 1982, Sonic The Hedgehog, from 1991, and Mirror's Edge, from 2008. The last part binds more deeply the computer game to the game concept itself, connecting it to the experience in a pragmatic or, more specifically, pragmatist sense. Finally, Segura! is proposed as an experiment, aiming to implement some of the concepts discussed as well as extend the debate.Item O desenho pedagógico e as posições de sujeito em escola ribeirinha de Macapá(Universidade Federal de Goiás, 2009-05-26) Pereira, Alexandre Adalberto; Silva Filho, Raimundo Martins da; http://lattes.cnpq.br/1270126774554014This study discusses pedagogical drawing as visual representations, in which social actors use culturally coded repertoire in order to build meanings that are arranged in a process of significance which is also culturally constructed. In this study I approach the drawings searching for signs of identity generalizations for which they appoint. I present a perception that these representations are important cultural artifacts of the school environment (Martins, 2005) and I approach them as critical objects, fragments of discourses pregnant of social cultural dramas and nets, of which the students, as subjects of knowledge, actively participate. The methodology has a qualitative character, understanding that part of the meaning built for the world, as well as its possible interpretations, are not perceived as the world itself, but as results from the action of those who produce it. Stereotyped images of the pedagogical drawings are treated as social processes of representations made by politics, that is, meaning processes and choices of certain representations, more valid than others, and, especially, the way how these representations standardize, structure and shape certain meanings and knowledge to identity and subjectivity.