Mestrado em Performances Culturais (FCS)
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Navegando Mestrado em Performances Culturais (FCS) por Por Orientador "Hartmann, Luciana"
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Item Guatá para retomar a terra: performance e luta(Universidade Federal de Goiás, 2023-02-24) Pereira, Oendu de Mendonça; Pissolato, Elizabeth; Hartmann, Luciana; http://lattes.cnpq.br/8454367473690262; Hartmann, Luciana; Gonçalves, Luiz Davi Vieira; Dias, Luciene de OliveiraThis text traces my journey as a poetic performer, from my early exhibitions to my current work, rooted in autoethnography and centered on the themes of ethnocide and land issues. The poetic exploration engages with political, historical, and anthropological perspectives, exposing the coloniality in Brazil. It focuses on the reclaiming of ancestral indigenous lands, where the dreams guide the Mbya Guarani in their journey (guatá). The objective is to analyze my artistic performances from an autoethnographic perspective, anchored in Guarani ancestralities. In doing so, I draw inspiration from the writings of indigenous intellectuals to generate a decolonial critique, particularly relying on the thesis of Guarani author Almires Martins Machado for the thematization of the Mbya journey. In a performative writing style that traverses my artistic process, I describe my works and aesthetic choices. I adopt an anticolonial perspective, dismantling myths and emphasizing the role of the State in the ethnocide of indigenous peoples. In this historical moment, indigenous communities face the dismantling of their fundamental and territorial rights, as recognized by the 1988 Constitution. The text discusses the relationship between my journey as a descendant performer and the journeys of the Guarani, focusing on the reclaiming of lands, teko porã (living well), and nhandereko (cultural strengthening) movements led by the Mbya Guarani in Rio Grande do Sul. It explores how these practices resist ethnocide.Item Contar histórias com e no corpo: uma metodologia da pedagogia performativa na formação continuada docente(Universidade Federal de Goiás, 2019-07-02) Silva, Valquíria Duarte; Hartmann, Luciana; http://lattes.cnpq.br/8454367473690262; Hartmann, Luciana; Icle, Gilberto; Silva, Renata de Lima; Vieira, Terezinha Duarte; Rios, SebastiãoThis research aims to elicit a methodological possibility of telling stories with and in the body, comprehending this as an expressive whole in its gestures and voices, with teachers from the Municipal Department of Education and Sport (SME) of Goiânia. Investigating the following question: How can telling stories with and in the body can be configured in a methodology of performative pedagogy for continuing teacher education? Based on this questioning, it is hoped to investigate, experiment and register possibilities of telling stories from a scenic work with the focus on the corporal sensibilization of teachers. To do so, it has as an methodological tool an experiment in the format of a continuing training course in storytelling: Telling stories with / in the body, lasting 40 hours, offered to 25 teachers of early childhood education and cycle I of the SME of Goiânia. This course had a methodology based on the collaborative process of knowledge, which the previous knowledge, as well as the pedagogical practices of the interlocutors were significant for the contextualization of the experiment. The contents experienced during the course were: stretching, vocal warm-ups, sung toys, Viola Spolin theaters and Viewpoints. For data collection, we used: questionnaires, filming, photos and recordings of the discussions and letters written by the female students who were delivered at the last meeting. The interpretation of data in consonance with the bibliographical survey of conceptions regarding the performative pedagogy based on the studies of: Elyse Lamm Pineau, Luciana Hartmann, Gilberto Icle, João Francisco Duarte JR and Marcelo de Andrade Pereira, made possible the understanding that storytelling with and in the body was configured, in this experiment, as a methodology of performative pedagogy. Thus, I highlight some characteristics of the course that I consider to be inherent to the proposal of performative pedagogy, such as: the collaborative process of knowledge mediated by the exchange of experiences and skills; the reflective knowledge of learning by doing; the body as an essential element in the process of teaching learning. It was in, with and by the body that the female teachers performed the contents proposed in the course, and were challenged to tell stories. This methodology provided a sensitization of the participants in order to perceive their bodies as an expressive and communicative whole. This perception reverberated in her performances as storytellers and also in her performances as teachers. In this way, this research instigates practices of performative pedagogy (feel, think and act) in the continuing teacher formation.