https://repositorio.ufu.br/handle/123456789/18925 2026-07-23T10:56:01Z 2026-07-23T10:56:01Z https://repositorio.ufu.br/handle/123456789/48820 2026-07-15T06:25:31Z 2024-06-27T00:00:00Z

Title: Pigmentos minerais: a descoberta de cores, materialidades e suportes em vivências experimentais na Educação Infantil Abstract: This dissertation, presented in the Professional Master's Degree in Arts at the Federal University of Uberlândia-MG (UFU), addresses the use of mineral pigments in Art classes at the Municipal School of Early Childhood Education Emei Professora Carmelita Vieira dos Santos, in 1st and 2nd period classes, with children four and five years, respectively. Its object is MINERAL PIGMENTS, in an attempt to show different painting techniques to children, in order to improve their knowledge in the production of temperas (OVERALL VINYL) whose main element is the mineral pigment collected by them, by the teacher and coming from donations. From the collections and preparation of the tempera, we move forward with thinking about practices that favor the production of other forms of paintings which contribute to the teaching-learning process, contextualizing it with works of art chosen for this research. This is also intended to sharpen children's curiosity, enabling them to have a different perspective on the spaces around them. It is possible to see that pigments are practically everywhere we go, they are easily accessible and we can obtain different colors by collecting materials suitable for this purpose. In this context, we need to pay attention to preserving the environment when collecting. Therefore, the objective of this research is to collect, prepare and use mineral pigments as tempera for painting, questioning the importance of handling such pigments at school, observing children's behavior during collection, creating records of these steps and relating them to importance of pigments as artistic production. The methodological choice for the study is qualitative research of a descriptive nature and phenomenological method, in which the methodological procedures start from bibliographical survey, documentary analysis, material collection; and subsequent presentation of the results and report of experiences lived in everyday school life with mineral pigments. Some practices are explored with the tempera prepared by the children, ending with an exhibition of the work in the school space, at Municipal Center for Educational Studies and Projects Julieta Diniz (CEMEPE) and Laboratório Galeria at UFU, which can then be transferred to other environments. Taking into consideration that this experience involves discovering places to obtain mineral pigments and prepare their tempering, we sought a narrative that dialogues with the thoughts of theorists: Bermond (2016), Dewey (2010), Duarte (2019), Fischer (1971), Góis (2016), Oliveira (1995), Werneck (2010), and others, who greatly contribute to the development of all this research.

2024-06-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48799 2026-07-07T06:27:32Z 2026-04-30T00:00:00Z

Title: Experiência estética, jogo e criação: práticas de ensino de teatro com crianças em uma Escola Municipal de Arte Abstract: This research, developed through the Professional Master’s Program in Arts (PROFARTES) and supported by a scholarship from the Coordination for the Improvement of Higher Education Personnel (CAPES), aims to investigate my teaching practice within the context of a municipal school specializing in arts education. The study stems from a desire to transpose the empirical practice of theater initiation and creation into the reflective field of research, seeking to understand the complexities involved in these processes in dialogue with contemporary scene perspectives and a phenomenological view of childhood, grounded in the studies of Merleau-Ponty and Marina Marcondes Machado. The scope of the research focuses on theatrical experiences with a group of children, whose creative process emerged from the exploration of materialities available in the classroom. The dissertation, structured into four chapters, ranges from a cartographic survey of my formative memories as an artist and teacher and the contextualization of the school involved, to an analysis of the artistic-pedagogical procedures performed. Throughout this journey, I discuss themes such as the aesthetic experience in theater education for children; the threshold between theatrical games and children's dramatic play; the development of playing capacity based on the studies of Jean-Pierre Ryngaert; the notion of the teacher-performer; and the school as a territory for artistic investigation.

2026-04-30T00:00:00Z https://repositorio.ufu.br/handle/123456789/48438 2026-03-03T06:19:16Z 2026-02-03T00:00:00Z

Title: Do livro ao pátio: O brincar, a literatura e as vivências artísticas como proposta pedagógica para crianças de quatro e cinco anos na EMEI do bairro Mansour em Uberlândia, MG Abstract: This study analyzes and reflects on how play, artistic practices, and literature constitute a pedagogical proposal that enables meaningful learning and contributes to children’s holistic development. To this end, a pedagogical practice was carried out with four- and five-year-old children at EMEI “Mansour,” in Uberlândia, Minas Gerais, which intertwined children’s literature—through the work Kaba Darebu, by Daniel Munduruku (2002)—different artistic languages, and moments of play. This practice promoted experiential, sensory, motor, and cognitive experiences for the children, while also enabling new perspectives on the pedagogical practices offered to them in early childhood education settings. To support the discussion, theoretical contributions from authors such as Lev Vygotsky (1991), Henri Wallon (1981), John Dewey (1979), Girardello (2007; 2011), Kishimoto (1994; 2010), as well as studies related to the Reggio Emilia approach. As a result, the study highlights the teacher’s investigative stance, which transforms the everyday environment into a learning space through dialogue and Art. It also emphasizes the child as the central subject of the process, possessing cultural capital and knowledge to be shared with peers and teachers.

2026-02-03T00:00:00Z https://repositorio.ufu.br/handle/123456789/48368 2026-02-24T06:20:25Z 2026-02-02T00:00:00Z

Title: Percepção do pulso musical em crianças: um estudo de caso sobre estratégias pedagógicas para superar dificuldades nas aulas de música Abstract: This research investigates the difficulties in musical pulse perception among children in the initial cycle of drum learning, focusing on students who, despite their study time, present disruptions in synchrony with recorded music. The study posits that pulse maintenance is not a purely technical competence but a complex phenomenon articulating psychomotor, affective, and cultural dimensions. Grounded in psychomotricity, the sensory-motor perspective, and the concept of proprioceptive awareness, the work adopted a qualitative approach through a multiple case study at a State Music Conservatory in Minas Gerais. The methodology involved participant observations, interviews with guardians, questionnaires with teachers, and a pedagogical intervention based on the integration of body, sound, and movement. Data analysis identified three psychomotor profiles of rhythmic difficulty — the Retracted, the Accelerated, and the Rigid —, demonstrating that, in the studied cases, pulse instability manifested as a symptom of maladjustments in tonic regulation and bodily listening. At the institutional level, the research proposed the resignification of waiting time in paired classes, transforming it into a moment of regularity development through simultaneous participation strategies. The study also critically validated the Drum Kids method and presents, as an educational product, an Activity Booklet aligned with the BNCC, intended to support teachers in promoting pulse perception through bodily experience. It is concluded that the development of this skill requires, prior to rhythmic precision, a bodily availability for the child to inhabit musical time with their own body.

2026-02-02T00:00:00Z