https://repositorio.ufu.br/handle/123456789/20637 2026-10-10T12:21:43Z 2026-10-10T12:21:43Z https://repositorio.ufu.br/handle/123456789/50419 2026-09-25T06:22:00Z 2022-02-18T00:00:00Z

Title: Rollerqueda: uma performance queer e camp, a cartografia deslizada em patins Abstract: This work aims to develop a conceptual notion about QUEERAÇÃO: Queer performances nurtured and performed within the University. QUEER + ACTION (Performative Actions). QUEERAÇÃO is endowed with rhetoric. Propose discussions and weaves conceptual relationships about Queer performativities with Camp aesthetics. To show that Queer and Camp can be powerful practices for creating visualities in the field of performance art. The text presented will deal with the method of programming for a performative action and will highlight a resulting action called ROLLERQUEDA. Both, Camp and Queer are in this same line of desire, plotting to arise QUEERAÇÕES. The approach methodology is cartographic; The choice was such a method to group all the concepts and thoughts and at the same time creating the QUEERAÇÃO. Cartography is a geographical construction of thought. Being able to experiment, being able to be managed: The minimum real unity is not the word, nor the idea or the concept, nor the signifier, but the agency. It is always an assemblage that produces the statements. There is a crowd to be performed. Many lines appearing, waiting to happen and wanting to blossom.

2022-02-18T00:00:00Z https://repositorio.ufu.br/handle/123456789/50046 2026-09-04T06:30:53Z 2026-04-17T00:00:00Z

Title: Hilda e Hieronymus vão ao teatro: procedimentos metodológicos a partir do grotesco na formação de atrizes e atores Abstract: This is a dissertation about a pedagogical process in Performing Arts based on the grotesque as a strategy for teaching and artistic creation. The study is grounded in the analysis of sensations of estrangement arising from my scenic experience, whether from the perspective of a spectator or as an artist. From these positions, the grotesque is established as the central category. The research mobilizes theoretical and practical studies as contributions that best dialogue with the artistic-pedagogical process carried out, using two motivating materials: the novel The Obscene Madame D., by Hilda Hilst, and paintings by Hieronymus Bosch, especially The Garden of Earthly Delights. Both serve as sources with diverse grotesque nuances for the pedagogical work conducted: an elective course in the undergraduate Theatre program at the Federal University of Uberlândia, MG. The first chapter presents an analysis of some concepts and experiences of the grotesque in the arts, especially in theatre, ranging from traditional perspectives to contemporary approaches. The second chapter reports the teaching experience of offering the elective course in the undergraduate program. The third and final chapter presents reflections on my position as an artist-teacher, raising social questions and issues related to contemporary contexts.

2026-04-17T00:00:00Z https://repositorio.ufu.br/handle/123456789/50041 2026-09-04T06:30:17Z 2025-07-29T00:00:00Z

Title: Um olhar para a Política Cultural de Uberlândia: desafios e perspectivas para as Artes Cênicas - um estudo de caso sobre o Projeto Circo Abstract: This research analyzes the construction of cultural policy in Uberlândia, focusing on the creation of the Municipal Secretariat of Culture in 1984, taking as a case study the history of the Traveling Cultural Center - Projeto Circo, which operated until the early 2000s. The author hypothesizes that Uberlândia's political elite does not invest in culture because they recognize the transformative potential that access to Education and Culture can bring to the population, aiming to maintain social class differences. To support this analysis, we bring the concepts of habitus, cultural capital, and symbolic violence developed by Pierre Bourdieu, as well as the concepts of cultural industry by Adorno and Horkheimer, and stigma by Erving Goffman. The reflections on Projeto Circo also included the collaboration of project participants through interviews. The results of the study indicate that, despite the municipality's economic capacity to value local culture, the movement has been the opposite. With increases in Brazilian inflation, which impacts service provision and consumption linked to the city's economic growth; the maintenance of the estimated annual budget negatively impacts the construction and maintenance of public policies for audience development and/or new artists, such as the project studied.

2025-07-29T00:00:00Z https://repositorio.ufu.br/handle/123456789/49811 2026-08-26T06:18:16Z 2026-03-04T00:00:00Z

Title: Era História ou Ficção? Uma experiência baseada em Drama no Ensino de História na Educação Básica Abstract: This study investigates the use of Drama as a pedagogical approach to the teaching of History. To this end, a Drama process was developed with students in the second year of upper secondary education at a public school in the city of Uberlândia, Brazil. The process was structured through strategies, roles, episodes, and the collaborative construction of fictional narratives inspired by Greek poleis. During the investigation, methodological procedures such as field notes, interviews, and the analysis of interactions experienced throughout the pedagogical process were employed, providing the basis for the records and reflections presented in this dissertation. In the planning and implementation of the process, elements of Role-Playing Games (RPGs) were also incorporated and adapted in order to enhance the narrative, creative, and participatory dimensions of the experience. The dissertation presents both theoretical concepts related to the Drama approach, drawn from the field of theatre pedagogy, and a narrative and analysis of the process developed within the school context. Based on the analysis of the proposed Drama process, this study argues that Drama fosters active and transdisciplinary learning, enabling students to critically reflect on historical issues, power relations, and notions of citizenship. More broadly, it concludes that Drama expands the possibilities of History teaching and contributes to the critical, reflective, and participatory formation of students.

2026-03-04T00:00:00Z