Mestrado em Arte e Cultura Visual (FAV)
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Navegando Mestrado em Arte e Cultura Visual (FAV) por Por Orientador "Abreu, Carla Luzia de"
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Item Relações de poder e de gênero nos livros didáticos de arte no ensino fundamental(Universidade Federal de Goiás, 2020-06-30) Amorim, Andréa Alcântara Almeida; Abreu, Carla Luzia de; Abreu, Carla Luzia de; Perotto, Lilian Ucker; Cabral, Valéria Fabiane Braga FerreiraThe research Power and Gender relations in Elementary School Art Textbooks has the main objective of investigating how images of textbooks and the relationship of their contents with gender and power issues, in addition to examining how they are received and used. materials by the art teaching professor in public and private school the city of Goiânia, Goiás. Based on the studies of Visual Culture and critical feminist studies of Art History, especially in his assertions about the invisibility of women in the oficial discourses of Art, questions and answers about the possibilities and limits of the textbook to work as gender issues, considering an opinion of a group of teachers and teachers of elementary school. This problematization was guided by the analysis of two collections indicated by the National Plan of Didactic Book (PNLD) in Art of the year 2017, directed to the final years of Elementary School (8th and 9th grade). Interviews were also carried out with a group of collaborating professors and a textbook author, to learn about the perception of these people about these teaching materials. It is expected with this research to problematize how images are selected to appear in textbooks, as well as to reflect about the importance of these materials in educational context, specifically, the Teaching of Art.Item Educação infantil e cultura visual nos documentos da Rede Municipal de Educação de Goiânia(Universidade Federal de Goiás, 2023-05-25) Guimarães, Julia Moreira; Abreu, Carla Luzia de; http://lattes.cnpq.br/1430560976125427; Abreu, Carla Luzia de; Perotto, Lilian Ucker; Costa, Adriane Camilo; Valdez, DianeThis dissertation proposes a analysis of the subject formation in Early Childhood Education, specifically in the Municipal Education System of Goiânia, having as a founding reference the official documents that regulate this educational stage in the municipality and the understanding that the school environment is not a neutral ground as it is being formed by many contextual layers and plural perceptions. Through the methodological perspectives of document analysis and narrative survey, the research was interested in intersecting the guidelines contained in official documents with different voices from the Municipal Department of Education, which testimonials were collected through interviews. It was examined how these documents were constructed, passed on and received and what as well are the strategies for studies and implementation in educational units. As specific questions, it was explored the role of (audio)visual artifacts in the processes of construction of knowledge in childhood and in other pedagogical dynamics and practices that contribute to the development of children in educational routines. The narratives of the people interviewed pointed out some difficulties for the full understanding of the documents that currently conduct the daily life in educational units dedicated to Early Childhood Education, especially in relation to the time allocated to studies and collective debates on the various themes present in official documents. The interviewees indicated the need to build a broader network of efforts to favor in-depth knowledge of the documents and pointed to continuing education courses as a possibility to incorporate more diversified practices into pedagogical planning, prioritizing the construction of knowledge that favors the development of ethical and democratic values within educational environments.Item Lembrar, narrar e desenhar: atravessamentos entre crianças e pessoas idosas(Universidade Federal de Goiás, 2021-09-27) Moreira, Nara Mendes; Abreu, Carla Luzia de; http://lattes.cnpq.br/1430560976125427; Abreu, Carla Luzia de; Suanno, Marilza Vanessa Rosa; Martins, Alice Fátima; Valdez, Diane; Ucker, LilianThe research Remembering, Narrating and Drawing: crossings between children and elderly people addresses the exchange of narratives and the sharing of experiences between five children from a Municipal Children's Education Center in Goiânia, and elderly people from their family contexts. The research took place remotely due to the COVID-19 pandemic and aimed to reflect on how children and elderly people perceive the age categories of childhood and old age, in addition to seeking to understand the role played by the imaginary within the narratives that transit between these phases of life. For this, a narrative research was built, with a participatory approach, in order to value the oralities and life stories of the people involved in this process. The study is theoretically based on authors who discuss age categories, memory and education in line with Visual Culture Studies. As part of the investigation process, semi-structured interviews were carried out with the participating people. The fieldwork also includes the dynamics between storytelling carried out by the elderly and the construction of visual narratives by children, who used drawing as a form of expression. The result obtained refers precisely to the convergence point of the study, the analysis of how and what children and elderly people learned together, through told stories and the production of visual narratives.Item Lutar contra certas imagens com a ajuda de outras imagens: homens, masculinidades e enfrentamento à violência de gênero(Universidade Federal de Goiás, 2023-02-27) Santos Junior, Jocy Meneses dos; Ospina Álvarez, Juan Sebastián; http://lattes.cnpq.br/2488041768187365; Abreu, Carla Luzia de; http://lattes.cnpq.br/1430560976125427; Abreu, Carla Luzia de; Ospina Álvarez, Juan Sebastián; Victório Filho, Aldo; Martins, Alice FátimaBased on the understanding that visualities play pedagogical roles with regard to gender, in this dissertation it is proposed the development of a problematizing way of looking at them, in order to help destabilize norms and imaginaries that foster and sustain the practice of violence against women, with special attention to the roles played by men (as individuals) and by masculinities (as a social construction) in this phenomenon. Through the development of a pedagogical activity, focused on working with a gender reflective group of men, we investigated the contributions of images to the problematization of masculinities and their ties to violence. The montage was used as a pedagogical resource, with conceptual support in the work of Georges Didi-Huberman, to analyze the potential of gathering images and reflecting on them to foster discussions that would demonstrate the development of critical thinking on what visualities teach about gender, with a focus on the ways in which they can help construct and deconstruct violent ideas and practices. The research was conducted through a literature review, based on gender and visual culture studies, and meetings with a reflective group, composed of 5 participants who self-identify as men. Through the collective production of montages as a device to generate reflections, it was possible to perceive the engagement of these men in a thinking about visualities that understands that they serve both to perpetuate the gender order that generates violence, and to promote ruptures with it. The speeches of the participants pointed to a discontent with certain images about masculinities, which in their life trajectories have caused contention and repression, and an interest in other images, which build spaces for experimentation with possibilities of being and living. Some men who participated in the group demonstrated difficulties and doubts at certain moments regarding the complexity of the phenomenon of gender violence, as well as their implications in it and what they can do to collaborate in the fight against it. This, instead of keeping them away from the discussions, was explored in the debate with the group, creating opportunities to problematize certain ideas and collectively build pathways for thought and action. The members of the group showed interest in continuing to deepen their reflections on the theme, which serves as an indication that this educational action may have been a step towards other experiences, through which they may continue to engage in confronting gender violence.