PROPOSIÇÕES ENTRE CORPO E DESENHO: UM ESTUDO DE CASO DAS PRÁTICAS DE CRIAÇÃO AOS DOCUMENTOS DO PROCESSO, NO ENSINO FUNDAMENTAL II DA REDE MUNICIPAL DE CURITIBA - PR
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Data
2025-06-30
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Universidade Estadual do Paraná
Resumo
This thesis is about a case study that investigates aspects of Cohen's (2015) Body Mind Centering (BMC) method, as a catalyst for the teaching of drawing in the art discipline, in four elementary school classes in the municipal school system in the city of Curitiba (PR). The research is divided into three stages: a bibliographical review of somatic education and research on BMC, based on the authors Bolsanello (2013, 2011), Strazzacapa (2012), Fernandes (2015, 2006) and Caetano (2012) and an approach to drawing in contemporary times, mainly based on the arguments of Kantrowitz (2012) and Zimmermann (2016). Next, in the field research phase, based on interviews with artist-teachers, discusses the perspectives of these professionals in the areas of dance and visual arts, trying to trace the approximations and distances in the creative processes, analyzing the documents of the process, according to Cecilia Salles (2007, 2008). Finally, a personal experience is presented, proposing a pedagogical and investigative practice that combines the processes of creation, and the intensities obtained in the bodily relationship according to the BMC and drawing in the art discipline for Elementary School II. The final considerations include an analysis of the differences and similarities observed in the interviewees' statements, as well as observations of the results of pedagogical practice and factors that are important to consider when proposing somatic practices in elementary school.
Descrição
Esta dissertação versa sobre um estudo de caso, que investiga aspectos do método Body Mind Centering (BMC) Cohen (2015), como um disparador para o ensino de desenho, na disciplina de arte, em quatro turmas do Ensino Fundamental II da rede municipal na cidade de Curitiba (PR). A investigação se divide em três etapas: um levantamento bibliográfico sobre a educação somática e as pesquisas sobre o BMC, a partir das autoras Bolsanello (2013, 2011), Strazzacapa (2012), Fernandes (2015, 2006) e Caetano (2012) e uma abordagem do desenho na contemporaneidade, centrado principalmente nas argumentações de Kantrowitz (2012) e Zimmermann (2016). Em seguida, na etapa de pesquisa de campo, a partir das entrevistas com artistas-professores, discorre-se sobre as perspectivas desses profissionais das áreas da dança e das artes visuais, procurando traçar aproximações e distanciamentos nos processos de criação, analisando os documentos do processo, conforme Cecilia Salles (2007, 2008). Por fim, apresenta-se uma experiência pessoal, propondo uma prática pedagógica e investigativa que combina os processos de criação e as intensidades obtidas na relação corporal conforme o BMC e o desenho na disciplina de arte para o Ensino Fundamental II. As considerações finais incluem análises dos distanciamentos e aproximações observados nas falas dos entrevistados bem como observações dos resultados da prática pedagógica e de fatores que são importantes a serem considerados no momento de proposição de práticas somáticas na escola no ensino fundamental II
This thesis is about a case study that investigates aspects of Cohen's (2015) Body Mind Centering (BMC) method, as a catalyst for the teaching of drawing in the art discipline, in four elementary school classes in the municipal school system in the city of Curitiba (PR). The research is divided into three stages: a bibliographical review of somatic education and research on BMC, based on the authors Bolsanello (2013, 2011), Strazzacapa (2012), Fernandes (2015, 2006) and Caetano (2012) and an approach to drawing in contemporary times, mainly based on the arguments of Kantrowitz (2012) and Zimmermann (2016). Next, in the field research phase, based on interviews with artist-teachers, discusses the perspectives of these professionals in the areas of dance and visual arts, trying to trace the approximations and distances in the creative processes, analyzing the documents of the process, according to Cecilia Salles (2007, 2008). Finally, a personal experience is presented, proposing a pedagogical and investigative practice that combines the processes of creation, and the intensities obtained in the bodily relationship according to the BMC and drawing in the art discipline for Elementary School II. The final considerations include an analysis of the differences and similarities observed in the interviewees' statements, as well as observations of the results of pedagogical practice and factors that are important to consider when proposing somatic practices in elementary school.
This thesis is about a case study that investigates aspects of Cohen's (2015) Body Mind Centering (BMC) method, as a catalyst for the teaching of drawing in the art discipline, in four elementary school classes in the municipal school system in the city of Curitiba (PR). The research is divided into three stages: a bibliographical review of somatic education and research on BMC, based on the authors Bolsanello (2013, 2011), Strazzacapa (2012), Fernandes (2015, 2006) and Caetano (2012) and an approach to drawing in contemporary times, mainly based on the arguments of Kantrowitz (2012) and Zimmermann (2016). Next, in the field research phase, based on interviews with artist-teachers, discusses the perspectives of these professionals in the areas of dance and visual arts, trying to trace the approximations and distances in the creative processes, analyzing the documents of the process, according to Cecilia Salles (2007, 2008). Finally, a personal experience is presented, proposing a pedagogical and investigative practice that combines the processes of creation, and the intensities obtained in the bodily relationship according to the BMC and drawing in the art discipline for Elementary School II. The final considerations include an analysis of the differences and similarities observed in the interviewees' statements, as well as observations of the results of pedagogical practice and factors that are important to consider when proposing somatic practices in elementary school.
Palavras-chave
processos de criação. desenho. ensino de arte. Body Mind Centering.