Desenho de deficiência visual: uma experiência no ensino de artes visuais na perspectiva da educação inclusiva

Over the past 30 years, Art Education in interface with disabilities has been a subject of increasing interest in research in academia, especially with regard to Special Education, but still has some shortages in terms of socialization studies to discuss this type of teaching from the perspective of inclusive education. In this scenario, this paper presents an analysis from the field of teaching Visual Arts in the context of school inclusion, with emphasis on teaching drawing to the visually impaired. The conducted literature indicates a number of authors who discuss teaching drawing to people with visual disabilities, who are dedicated primarily to the Special Education context. In this sense, the shortage of research that discuss this teaching from the perspective of inclusive education, this research aimed at the inclusive approach to teaching drawing in the school context. Thus, the aim of this study was to develop a proposal for a pedagogical intervention in Visual Arts, with reference to drawing and its construction process, with the participation of seeing and unseeing students. Therefore, the methodological approach, which was qualitative, was the intervention research, in the light of the Bakhtinian principles of dialogism and otherness, with exploratory study characteristics. The locus of the research was the State School Admiral Newton Braga Faria, which is located in Alecrim, on the East Zone of Natal / RN and is near the Institute for Education and Rehabilitation of the Blind - IERC / RN. The class chosen for intervention was the 7th grade “C” afternoon shift, which had children aged 12 to 16, with 27 students enrolled, three students with disabilities: 02 blind girls and 01 deafblind boy with light hearing and visual loss. As interlocutors of the research, we could also count on the Art teacher who served as a collaborator, as well as teacher in the school’s Multifunction Resource Room. The instruments and research procedures were observation, semi-structured interview, field diary and the photo / video recording. In the development of research, we conducted 10 workshops with multisensory teaching sequences, articulating the physical, tactile and graphical expressions as intrinsic to the reading and production of drawing for both seeing and unseeing students. The process and data built on research allowed for a reflection on cultural experiences with drawing in the school context and on the interactions between seeing and unseeing students in the production and analysis of tactile-visual drawings. They also point out the construction of a teaching approach to drawing, in the context of the common class, from educational workshops that enable artistic and aesthetic interactions from the perspective of school inclusiveness. Thus, we argued that the mobilization of the tactile, physical and graphical expressions can be adopted in a multisensory approach that enables a pedagogical focus that involves all students and is not restricted to the presence of students with visual impairment.

A estética da Commedia dell Arte: contribuições para o ensino das Artes Cênicas

Theatrical phenomenon borned in the Italy the Comedy dell Art concerned to it climax in the XVI century and spreading itself by the word than can be sight like the theatre base modern. Lasting parallel the conventional theatre since the three hundred years, this gender influenced significativly the making theatrical in the Europe graces the popular character of its simulation turned for the improvise. In spite of treat a theatric manifestation no more existing in the present time, we understand that the Comedy dell Art was constituted in one artistic language whose esthetics centralized in the popular fanciful and in the improvise permitted a rich possibility of verbal and not-verbal communication that today can to be taken again in contemporary productions theatricals. Departing of an approach of esthetics, this work has with purpose concentrate the references esthetics that configure that one artistic manifestation such that one references can contribute for the Arts teaches in the present times. We appeal the text and image of Comedy dell Art, such this historical reference that in context, with fountain investigated that mean and if complementary in one esthetic reflection for the creation of meaning diverse and news interpretations for the purpose investigated if having with base some analysis categories such as: the actor s body, the actuations spaces and the esthetics categories such the ugly, the comic and the absurd. To investigate the Comedy dell Art esthetic in the ambit of the teach of Arts Scenics is a manner of be understand the artistic universe of three century behind that can be meant, revived, in the marking possibilities of an art teach able to incentive the critical, the appreciation, the discussion and the transgression of instituted true. Having investigated the exhibition Comedy dell Art esthetic we rebound four stich that we judge significative for we think the Arts Scenics teach, they are: the articulation between actor s body, the text and the space actuation in the play; statement what it is given between actor s body and the on-looker and the every gesture that did share of scene in a popular scenic space; a conception actor s body that transgress with the true duty socially that is capable the to admit its dimension Dionysian, creative and ambiguous in the to do theatrical; the text conception that get beyond the ambit the word writing by the dramatist and talked by actors, if spreading the other elements significance in the scene like gesture, the parody, the recent news, the gags and the word used in the day-to-day; the scenic space like a statement symbolic between actors and on-looker that make a quality of amusement pact supported by the scenic true of artist that actuate in not usual spaces bid at an auctioning degrees of participation in the building the scenic phenomenon; and the importance of esthetics categories such as the ugly, the comic and the absurd, those categories that foundation like a do scenic transgressor make a possible exchange mutual between actor and appreciator. The statement of esthetics categories in joint continuous between the body, the text and the scenic space evident themselves in doing theatrical and in the its appreciation. We believe that the reflection esthetic about the Comedy dell Art in the arts class, consider the stich detached, can favor possibilities of to share discovery, ideas, feelings and attitudes, and can permit the observation of different stich of view, establishing the statement of individual with the group in a participative and democratic form

O ensino de artes nos anos iniciais do ensino fundamental: (re)pensando a prática docente

This paper aims to investigate the formative needs of Elementary School Arts teachers at municipal public schools in Natal, Rio Grande do Norte, working in the initial grades. The research was developed using the qualitative approach and the investigation can be classified as an action research-inspired collaborative, distinguished by mutual collaboration among all participants, as well as a reflection upon their practice. Conducted with four Arts teachers of Municipal Education de Natal/RN, this work triggered a (re)thinking of teaching practice in Arts, discussing the teachers' formation and encouraging a group reflection about their academic and professional path. Their motivation towards teaching was also discussed, as well as the way their progress as Arts teachers and the contributions and limits of college education, also including experiential knowledge as a possibility of formation. The main formative needs suggested by the research were knowledge on child development and child learning, and the need of an Arts curriculum proposal for the initial grades of Elementary School. From those data, a reflexive context was built with the participant teachers to give a new meaning to Arts teaching practice in the first years of Elementary School. Finally, it was shown that the Arts teacher formation must be broad and involve not only specific knowledge on Arts, but also knowledge about childhood. It was also clearly shown that a curriculum review in education undergraduate courses must be considered, besides the offering of a continual formation to teachers already giving classes. Concerning the Arts curriculum proposal, it should be done based on a work joining officials of Municipal Education, research and formation institutions and teachers working in the first years of Elementary School. Finally, the work highlights the Arts are essential in all levels of Elementary School, since its first years, and it must be taught and learnt since childhood

A fotossíntese vegetal no 3º ano do Ensino médio: concepções alternativas, erros conceituais e uma proposta de unidade didática baseada no Desenvolvimento Sustentável.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Tecendo Papéis:viagem pelos saberes e práticas do ensino de arte

Nowdays, recycling became a relevant social and educational aim among many other factors, which involve balance between man and nature. This study relates the experiences with the production of recycled handmade paper directed at the teaching in Universidade Federal do Rio Grande do Norte UFRN, and through workshops of carnauba recycled handcrafts papers as a pioneer activity accomplished at the Felix Rodrigues Foundation, in the city of Pendências, Açu Valley, Rio Grande do Norte. A bibliographic review was done about the history of handmade paper and a discussion about carnauba´s paper artistic possibilities in art-education. Analyses within the context of art teaching, accordingly to Ana Mae Barbosa´s triangle propose and, also, Buoro, Ostrower and Nachmanovitch´s pedagogy of art. It deals with a group of artisans in order to establish the nature of their relationship and the possibilities of achieving more ecological awareness. Finally, we intend to realize a dialogue with Morin and other authors

A dimens��o social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

A tabela periódica: um recurso para a inclusão de alunos deficientes visuais nas aulas de química

Nowadays there are many reasons that aim to include people with special necessities, like those with visual deficiency, in the world of work, education, and in the society as a whole. However it is observed that when we talk about schooling inclusion, especially in High School, there is a huge gap between the theory and the practice. The lack of didactic resources, the inadequate installations, unprepared teachers, the families´ lack of information, are some of the factors that hinder the process of inclusion. Furthermore, the educators also have to deal with the roughness of the disciplinary contents and, refering to the study of Chemistry, with the use of signals related to this subject´s language. So, the objective of our research is to reflect about the apprehension of this language by the visually handicapped people, and try to contribute with their process of inclusion in the school life. On this perspective we work with the Periodic Table, which constitutes one of the indispensable tools necessary to the Chemistry learning. In order to acomplish it, the way followed by us happened in three passages. Initially, by means of a semistructured interview, we tried to get acquainted with the blind students opinion, who were participating in the research about the Periodic Table used by them throughout High School, as well as the dificulties felt when using it. After getting the answers, the Table was reelaborated to fill those students´necessities. Here, two new Tables were designed, one in Braille which shape is more compacted, and another made with high printed dots, built with sand and glue. On the third moment, the new designed Tables were tested by the students and, by means of a semi-structured interview, we tried to identify if this new resource would solve the problems concerned to the old Table. The students showed that the compacted Tables would facilitate the touch reading of the chemical elements simbols, making it clear and fast. We hope that, with the elaboration of this learning tools we can contribute with one of the elements to favor the effective participation of blind students in Chemistry classes, when studying the Periodic Table

O espaço formativo na escola: um estudo com professoras dos 4º e 5º anos do ensino fundamental.

Es extensa, de parte de los docentes, la discusión sobre la articulación de actividades y estrategias de enseñanza que vengan a proporcionar una participación más activa del alumnado. Sin embargo tal tarea constituye un desafío para muchos profesores ya que, muchas veces, la formación inicial no siempre los prepara para esta perspectiva. Nosotros entendemos que es necesario desarrollar en los maestros una autonomía crítica, tomando la escuela como espacio formativo. El objetivo de este trabajo fue él de incentivar un espacio de discusión y reflexión para profesores en ejercicio de los 4° y 5° años de la Enseñanza Fundamental I. Ese espacio que era orientado para que ellos estudiasen y articulasen, entre otras cosas, el conocimiento disciplinar de Ciencias y la organización y sistematización de actividades de enseñanza que lleven a una participación más activa de los estudiantes. La investigación se realizó en una escuela privada de Natal/RN, que atiende a estudiantes desde la educación infantil hasta la enseñanza secundaria. Se desarrolló en cuatro fases: la 1ª, de familiarización, cuyo objeto de estudio se dio a través de la observación del salón de clase y del análisis de la planificación anual: la 2ª, de identificación de las dificultades de los maestros, teniendo como instrumentos encuestas con preguntas abiertas y elaboración de textos. La 3ª, en la perspectiva de proporcionar una intervención, se usó como instrumentos de investigación, el diario de clase y otras actividades como talleres, cursos y la elaboración de material didáctico. En la 4ª fase, para reconocer los posibles cambios en la práctica docente, ocurrieron nuevas observaciones en el salón de clase, el análisis de las planificaciones. Los datos obtenidos fueron organizados en tablas y clasificados. Los resultados señalan cambios en la práctica de esos profesionales, la introducción de la disciplina de Ciencias en el espacio formativo y el material didáctico elaborado ha sido un subsidio importante para ayudarlos en las clases

Uma proposta para o ensino de eletromagnetismo no nível médio

This paper aims at building a proposal for teaching of electromagnetism in the secondary level in the state public school in Natal, RN, encompassing at the most possible comprehensive manner the fundamental aspects of electromagnetism. The methodology employed here is prioritize physical concepts rather than instruments (such as the mathematics), which should have the connotation of just tools, or of aids in the context of physics teaching in the referred teaching level. The proposal is to give teachers a consultation resource, from differentiated lesson plans, which have as main focus activities based primarily in texts and active participation of students in the teaching- learning process and the implementation of the PCN+ proposals (BRAZIL, 2000), which suggest alternative ways to make the practice in the classroom more exciting, targeting a significant teaching-learning process for both the teacher and the student. This material was applied during the 3rd and 4th term (i.e., bimester) throughout the school year of 2007, in the State School Teacher Varela Barca in two classes (3V1 and 3V2) of 3rd grade of secondary level. As evaluation of the implementation of this proposal one can cite that students were more secure when to apply the concepts, when conducting the experiments, and less anxious when formal evaluation of the evidence, showing greater motivation when presented to electromagnetism contextualized in their everyday situations. The product of this educational work includes, besides the dissertation, the lesson plans, itineraries and experimental assessment of the instruments used (Annex E to I)

Caracterização da área de Ensino de Biologia e Ciências no mestrado profissional da UFRN a partir das dissertações

The deployment of master professionals in Mathematics and Science Teaching by CAPES provided an interesting perspective, involving institutional incentive to upgrade teacher training in this modality. In this sense, the objective was to map the profile of the candidates in the Graduate School of Natural Sciences and Mathematics UFRN (PPGECNM), develop a database with specific descriptors for dissertations and research the group creation biology research and dissertations produced by graduate students in the Master course. This thesis has three threads, where the first is entitled: "The teaching of science as part of research: emergency, improvement and current reflections", giving a brief description of the creation of graduate studies and the emergence of Brazil in Science education. The second topic: "Professional Masters in Teaching of Natural Sciences and Mathematics-UFRN: candidate profile the biological ', shows the general characteristics of PPGECNM-UFRN and who are the candidates seeking the biological area of the Graduate Program. The third topic. "The construction and consolidation of the research group in biology education in PPGECNM-UFRN", a survey was made of data on the creation of the research group in biology education from the analysis of academic productions of teachers and masters graduates this Masters course, for those involved, some additional interviews about the experience in training in biology education. Data used in these investigations related to these students correspond to the technical product to be used in other studies profile teachers /dissertations from the PPGECNM / UFRN. Research shows that: the existence of a larger number of postgraduate courses in the field of Science Education provides greater productivity in academic research on the subject, the emergence of a research group on education in biology, tied to a post degree in education, is an attraction to strengthen lines of research in science education by teachers researchers in other disciplines, the candidates seeking permanent area for research in biology education signals the importance of this investment because if shows the need to search for the continuing education of practicing teachers, demands with interests in investigations from real problems from school

Criação em processo no espetáculo Ethnotron-Ghetto Experimen

Este trabalho investigou o processo criativo do espetáculo Ethnotron-Ghetto Experiment, do Coletivo paraibano Tribo Éthnos, fundado na década de 1990 e ainda em atividade. A estratégia metodológica se dá através de estudos descritivos, valendo-se da teoria e prática de diversas linguagens artísticas presentes na obra apontada: artes visuais, performance, literatura e histórias em quadrinho; em ações realizadas pelo Coletivo ao longo dos anos, objetivando descrever e analisar o processo de criação do referido espetáculo de dança, através da minuciosa coleta de dados por meio de entrevistas abertas e semiestruturadas, e da pesquisa e captação de materiais audiovisuais. A Tribo Éthnos destaca-se na cena local na cidade de João Pessoa, e estadual, na Paraíba, visto que, nesse longo percurso de existência, além da preocupação em fundir muitas formas artísticas, bem como os artistas da Paraíba, aglutina pessoas que fazem arte em outros países e faz das danças urbanas algo instigante. A Tribo ainda preocupa-se com a troca de saberes através de palestras, oficinas, cursos e intercâmbios. A dissertação investiga o processo de criação dos artistas e, especificamente, dos dançarinos, utilizando-se principalmente do conceito de work in progress, proposto por Renato Cohen, e aplicado ao espetáculo estudado. Apresentam-se descrições dos movimentos coreográficos, do espetáculo de dança paraibano Ethnotron-Ghetto Experiment, de Dança de Rua da Era Funky, especificamente, com estilos como popping, waving, animation, strobing, floatine/ slidini, tiokine, trebing, breaking, waving, sliding, entre outros, visto serem estes parte integrante do processo de criação. Tais estilos remetem ao ilusionismo ou ao mimetismo, sugerindo, em seus movimentos truques, câmeras lentas, flutuações com os pés, entre outros. Segundo Valmir Vaz, o Coletivo, através do espetáculo, busca a integração dos corpos, procura uma libertação individual e sugere uma sensação de querer voar nas coreografias/cenas. Abordam-se os aspectos do processo criativo: o espaço cênico, o trabalho corporal, a sonoplastia e a roupa/indumentária. Trabalha-se o conceito do corpo virtual de José Gil no aspecto do corpo cênico

Dificuldades no processo ensino aprendizagem de trigonometria por meio de atividades

This study analyses the difficulties that teachers of high school face in the process of the teaching of trigonometry through activities in a construtivist focus. It contains a review of some publications and dissertations related with the study of trigonometry elaborated in the last years by several authors. It resorts to the study of teaching engineering as an instrument used in the research. It also presents a set of activities which will serve as sample to other teachers of mathematics; and points ways for the overcome of the difficulties found

Cosmoeducação: uma abordagem transdisciplinar no ensino de astronomia

This work proposes a transdisciplinary approach that integrates transpersonal psychology exercises with astronomy teaching, seeking to allow one to reintegrate the sky in his/her daily life, expand his/her environmental awareness and eventually experiment the unity between human and cosmos. This proposal intends to collaborate with the supplying of education, which lacks initiatives of this kind, with the promotion of an integration of the scientific knowledge with the human experience that transcends the materialistic and fragmentary objectives of the current educational system. As a result of that lack, the teachers formation is also poor as for an integral and transdisciplinary approach. Besides, we also approached in this research the necessity to propose alternatives so that the educators may work in a more assertive way with the environmental and anthropological crisis in which we are living. Our working hypothesis is that the contents of astronomy, when they are dealt in a holisticanthropological focus and are related with transpersonal psychology practices, can come to be an efficient cultural-academic vehicle, capable of propitiating an expansion of consciousness and changes in the way one conceives the world. Such changes are necessary so that a more solidary, fair and ecologically balanced life may come to exist and prevail in the planet. Part of the collection of data was done through the ethnographic method, once an anthropological interpretation is inextricably associated with this kind of educational intervention, which will naturally include ethno-visions of the universe as well as specific cultural elements. In the beginning the scope of this research was a group of students attending the Astronomy assignment in an undergraduate Geography course (UFRN), in which we accomplished participant observation, half-open interviews and the first experimental practices mentioned. After the evaluation of the first data collected from that initial group, we elaborated an academic extension course, Laboratory in Cosmoeducation, and we offered it to teachers of the 1st and 2nd cycles of the fundamental level of the Alceu Amoroso Lima State School, located in the North Zone of Natal. We prized self-experimentation in that course, so that the teachers could enrich their repertoire of personal experiences, stimulating meditative reflections and eventual changes in the ways of conceiving the world and in their pedagogical practice. The transdisciplinary attitude permeated all our educational action, because this approach transcends the boundaries of disciplines, seeking essentially the integral development of the human being. The process has made us realize that the practice of looking at the sky , as a way of reintegrating it into daily life, provokes a process of expansion of the consciousness and of reintegration of the self in a wider level of environmental interrelation. According to the results, the occurrence of conceptual and existential changes of the world vision of the participant teachers was evident, reassuring ourselves of the idea that the interface between astronomy teaching and the practices of transpersonal psychology can contribute to the recovery of a holistic relationship between the human being and the cosmos and to inspire the arising of a more wide-ranging ethics, based on universal, impartial and sustainable values

Números complexos: uma proposta de mudança metodológica para uma aprendizagem significativa no ensino médio

This work presents a proposal of a methodological change to the teaching and learning of the complex numbers in the Secondary education. It is based on the inquiries and difficulties of students detected in the classrooms about the teaching of complex numbers and a questioning of the context of the mathematics teaching - that is the reason of the inquiry of this dissertation. In the searching for an efficient learning and placing the work as a research, it is presented a historical reflection of the evolution of the concept of complex numbers pointing out their more relevant focuses, such as: symbolic, numeric, geometrical and algebraic ones. Then, it shows the description of the ways of the research based on the methodology of the didactic engineering. This one is developed from the utilization of its four stages, where in the preliminary analysis stage, two data surveys are presented: the first one is concerning with the way of presenting the contents of the complex numbers in math textbooks, and the second one is concerning to the interview carried out with High school teachers who work with complex numbers in the practice of their professions. At first, in the analysis stage, it is presented the prepared and organized material to be used in the following stage. In the experimentation one, it is presented the carrying out process that was made with the second year High school students in the Centro Federal de Educação tecnológica do Rio Grande do Norte CEFET-RN. At the end, it presents, in the subsequent and validation stages, the revelation of the obtained results from the observations made in classrooms in the carrying out of the didactic sequence, the students talking and the data collection

A química no ensino médio e a contextualização: a fabricação dos sabões e detergentes como tema gerador de ensino aprendizagem

El conocimiento químico es muy importante a la comprensión de procesos físicos y químicos que nos acercan, por una opción de una vida mejor con calidad, fomentando y acompañando el desarrollo tecnológico. Sin embargo, la formación de un pensamiento químico fruto de un aprendizaje significativo es hoy, en todo el país, un reto paro los educadores de química. Estúdios señalan la contextualización de los contenidos químicos como recurso para promover una interrelación entre conocimientos escolares y hechos/situaciones presentes en el cotidaiano de los alumnos, añadiendo significado a los contenidos escolares, proporcionando a los alumnos un aprendizaje significativo. Con tal objetivo, la siguiente pesquisa se realizó con la intención de contribuir con la enseñanza de química y con el propósito general de proponer un materila didáctico que presentase una forma contextualizada de trabajar algunos conceptos y contenidos fundamentales a la química, con tema generador de la enseãnaza y aprendizaje a la fabricación de jabones y detergentes. Con objetivo de justificar la elección del planteamiento de la contextualización y la elaboración del material didáctico, se hizo una pesquisa acerca de la enseãnaza de química en al red pública de educación y la relación de ésta con los contextos pertenecentes a la realidad de los alumnos. Se observó que la enseñanza de química actual en la red pública de educación es tradicional y descontextualizada. Los resultados de esta pesquisa muestran la necesidad de cámbios la forma de como se enseñan los contenidos químicos. En la segunda parte de la pesquisa, se produjo la elaboración de la unidad didáctica de enseñanza, con el objetivo de promover el aprendizaje significativo de conocimientos químicos a partir del tema de la fabricación de jabones y detergentes. Se observó que el trabajo alcanzó los objetivos propuestos. Una evaluación cualitativa mostró que los alumnos estuvieron más participativos e interesados al estudiar química de esta forma. Relatos y decalraciones de los alumnos también indicaron que hubo un aprendizaje significativo de los contenidos trabajados y que los alumnos son capaces de transferirlos para la comprensión de situaciones reales. Y una evaluación cuantitativa del material nos reveló que 87,09% de los alumnos obtuvieron apuntes iguales o superiores a la media necesaria para la aprobación. Esperamos que hayamos contribuído para mejorar la calidad de la enseñanaza de química y que este trabajo sea solamente un comienzo de una gran jornada