Navegando por Autor "Machado, Josefa Alexandrina Medeiros de Oliveira"

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Contribuições das pesquisas empíricas sobre histórias em quadrinhos (HQs) em educação para pensar a prática educativa em artes e tecnologia
(2019-07-09) Dias, Priscylla Karollyne Gomes; Machado, Josefa Alexandrina Medeiros de Oliveira; http://lattes.cnpq.br/5285590707178347; http://lattes.cnpq.br/4569293571803835
This monograph aims to investigate discursive situations that empirical research linked to masters courses in education, and published in recent years (2013-2018) in Brazil, build around pedagogical practices from the use of comics in comics. education. To this end, a corpus of analysis was assembled comprising a quantity of three articulated monographs in order to understand how they indicate the meanings of content learning with comic books. The gathering of the monographs that made up the corpus of research analysis was consistent with a gesture of provocation around the discursive configurations that mobilize subjects' and education's senses, situated in a field of pedagogical practice. Thus, this work has as emphasis the propositions of Dominique Maingueneau. The results indicated that the discursive situations that emerge from fragments of academic works linked to master's degree courses in education, and that produce articulations to the classroom, are as follows: convincing about the originality of the theme; pedagogical resource in a given field of teaching and pedagogical practice; approximation with the reader subject of the dissertation; distancing from daily practice; possibility of appropriation of the comic language. The insertion of the discussion around the composition of arts and technologies in this work is in line with the idea of rethinking practices based on a symbolic chain of language that is structured, in turn, through daily references and socio-culturally legitimized by the subjects. speech. The considerations of the work point out that the provocation of thinking about comic books as a technological tool suggests the opening of a field of possibilities around this provocative, contemporary and emerging expression.
A importância do ensino da arte para a alfabetização na Educação de Jovens e Adultos (EJA)
(2019-08-02) Alves, José Ricardo; Machado, Josefa Alexandrina Medeiros de Oliveira; http://lattes.cnpq.br/5285590707178347
This research aims to present arguments about the importance of exemption from art teaching in the Literacy of Youth and Adult Education, paying attention to its influence on the citizens' formation of students, analyzing the impacts of technologies on teaching. We will seek the description of factors that can define art as a motivational instrument, and contribute to overcoming cognitive obstacles, lack of investments in basic education infrastructure, in the formative process of training of art teachers and EJA. We emphasize that the training processes would help teachers better understand the technological impacts present in classrooms through Information and Communication Technologies (ICTs), which is already part of the daily lives of students present in our schools. We reflect from Ana Mae Barbosa's triangular approach as a fundamental methodology, allied with the Freirean dialectic as an essential basis for the teaching of Art in Youth and Adult Literacy. For we believe that it would be very helpful, in general, especially in understanding the historical context of art and its relation to culture, socio-cultural groups and their influence on popular education, which necessarily needs to be present in the teaching of art and literacy as well as in the other modules of Youth and Adult education, where contemporary art is represented within the four major fields: Visual Arts, Dance, Music and Theater. Already present in the Curriculum Parameter of Basic Education of Pernambuco (PCEB, Pernambuco 2013, p 18). Standardization that is necessary to cover literacy in the first module of Youth and Adult Education, in formal as well as in non-formal education, in the struggle for the eradication of illiteracy, dialoguing with the new segments of art and technology that has as an obstacle to lack of structure of schools, as well as teachers who are not trained in art and are not trained either through continuing education appropriate to the art discipline and within the technological axes. The research points out that, on the verge of overcoming these obstacles, a pedagogical effort is needed in favor of the self-esteem of EJA students, optimization of the use of mobile technology in the case of mobile phones, tablets and notebooks. Using these devices more directly in art with videos, photographs and other technological means linked to art, overcoming the material infrastructure issues of schools while making students aware that the school is a space for knowledge construction, and Art teaching in this pedagogical process expands the knowledge of the world expressively, cognitively, and perceptively to students in and outside the classroom.