https://repositorio.ufu.br/handle/123456789/18931 2026-04-05T20:56:03Z https://repositorio.ufu.br/handle/123456789/48558 Title: A criança em cena: jogos dramáticos no desenvolvimento socioemocional na educação infantil Abstract: This dissertation investigates dramatic games as an artistic language and aesthetic experience in Early Childhood Education, emphasizing their potential for the expression and understanding of emotions. The study examines how theatrical practices can contribute to the socio-emotional development of children aged five and six, articulating the fields of experience Sounds, Colors, Shapes and Forms and Socio-Emotional Skills, in accordance with the Brazilian National Common Core Curriculum (BNCC) and the Municipal Curriculum Guidelines of Uberlândia (DCMs). The research adopts a qualitative, descriptive, and participatory approach and was conducted in a municipal early childhood education school in Uberlândia, Minas Gerais, with a second-level group. Methodological procedures included bibliographic research, document analysis, a case study, field notes, and photographic and audiovisual documentation. The pedagogical-artistic actions involved Emotion Workshops, theatrical performances, and dramatic games inspired by the book The Color Monster, children’s songs, and dramatic games developed in workshops with the Emcantar Group. The results indicate that dramatic games enabled meaningful aesthetic experiences, enhanced emotional expression, and strengthened children’s protagonism, reaffirming the power of theatre in Early Childhood Education. 2026-02-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/48268 Title: Tecendo saberes com a arte: neurodiversidade e inclusão escolar na educação infantil Abstract: This Master's dissertation establishes a dialogue among Art, Neurodiversity, and Inclusive Education, investigating the development of pedagogical practices in Early Childhood Education within a municipal school in Uberlândia, involving students from the 3-year-old group. The research includes a brief description of the author’s personal trajectory, observing how Art and issues related to inclusion influenced the choice of the teaching profession. The work invites reflection on neurodiversity and inclusion, positioning Art as an essential field of knowledge for human learning and expression. In this context, children are understood as authors of their own creations, and Art is perceived as a process of autonomous creation, with the educator playing the fundamental role of instigating, mediating, and engaging in dialogue with the students, thus stimulating the construction of knowledge. Furthermore, the study analyzes the evolution of inclusive education in Brazil, addressing the periods of segregation, integration, and the current phase of inclusion, highlighting both the advancements and the challenges that still permeate the educational environment. Methodologically, the research is grounded in an environment of collective art practices, prioritizing exploration, sensitivity, and learning in a space that welcomes differences, respecting the particularities and distinct possibilities of development within a context of neurodiversity. 2025-12-01T00:00:00Z https://repositorio.ufu.br/handle/123456789/44549 Title: Transformando saudade em arte: expressão artística e afetividade na superação do luto e outras perdas no contexto escolar Abstract: This work investigates how art classes at school can be part of the process of reframing delicate experiences, such as grief and other emotional conflicts. Inspired by art therapy, this approach allows both students and teachers to explore their emotions in creative and meaningful ways. The research is based on Jungian theory and uses artistic strategies as tools for self-knowledge and emotional expression. The affective relationship between teacher and student is approached as a facilitating element in the teaching-learning process. The methodology used consists of the qualitative analysis of the artistic productions of 9th year students, focusing on the theme "saudade". The results reveal that the proposed activities allowed students to externalize their emotions and give new meaning to their loss experiences. The findings highlight that the use of artistic resources, such as drawing, offers students an expressive channel to deal with complex issues, promoting a more humanized and welcoming school environment. Furthermore, the work emphasizes the relevance of emotional support and the collaboration of multidisciplinary teams in the educational environment. 2024-11-28T00:00:00Z https://repositorio.ufu.br/handle/123456789/41382 Title: Corpos, gêneros e sexualidades na formação docente: uma intervenção artístico-pedagógica em escolas de Uberlândia-MG Abstract: This research deals with the creation and application of an artistic-pedagogical intervention in two schools in the city of Uberlândia (MG). The objective was to contribute to and for the continued training of teachers in Brazilian public basic education. The intervention sought to encourage the debate about gender identities and sexual orientations in classrooms, including their specificities. As a guiding question we have the following problematization: How does the teacher perceive his/her training, the education system, the social and political context for the dialogical practices about the themes of gender and sexualities with the student? This questioning reflects my perception as a gay student and teacher about micro violence and the lack of dialogue on the part of teaching staff and school managers about the debate on bodies, genders and sexualities in the classroom. The research methodology followed a qualitative approach, bibliographical review and the creation of an artistic-pedagogical intervention plan, with a performance as an integral part, which was developed and executed by me as trigger material, in order to propose an initial dialogue about the theme presented. For the theoretical foundation, we discussed the productions of teachers, researchers and artists who also corroborate studies on bodies, genders and sexualities. With the artistic-pedagogical intervention, the teaching staff of schools were invited to reflect on the need and resignification of concepts and prejudices that involve the cultural constructions about bodies and their manifestations in genders and identities, contributing to the discovery of new pedagogical paths, methodological and didactic in everyday school life in the classroom. 2023-12-13T00:00:00Z