https://repositorio.ufu.br/handle/123456789/20637 2026-09-19T10:47:22Z https://repositorio.ufu.br/handle/123456789/50046 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 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 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 https://repositorio.ufu.br/handle/123456789/49687 Title: Interfaces rásico-musicais: a expressão rásica através da música para atrizes, atores e performers do sistema de treinamento Rasaboxes Abstract: Teniendo como parámetro la Música, sus indicaciones de tiempo, ritmo y andamientos en la partitura musical; considerando también, a Stanislavski y sus proposiciones acerca de tiempo-ritmo en la escena teatral, en el movimiento, en el hablar, para utilizarlas como soportes colaboradores en la instalación de comportamientos escénicos; relacionando los andamientos observados en la partitura musical a las rasas del sistema Rasaboxes desarrollado por Richard Schechner como campo de exploración e impulsador de creaciones artísticas, esta investigación pretende investigar la interdisciplinariedad entre la Música y el juego de actuación como soportes para los procesos compositivos de la actriz, del actor y de los performers del sistema Rasaboxes. En esta disertación abordaré cuánto la música auxilia nuestro “Estado” dentro del juego con las rasas, ampliando nuestra percepción para diversas construcciones: de escena, personaje, Estados de actuación; colaborando, además, para que la lectura del juego adquiera otros enfoques y contornos. A partir de esto, me adentro en este campo de estudios percibiendo cómo los andamientos que construyen las melodías, son capaces de evocar en nosotros otros “Estados” de presencia en escena, contribuyendo a nuevas posibilidades de creación, cooperando también dentro del área de la pedagogía de la actuación para orientar procesos contemporáneos de creación. 2025-09-29T00:00:00Z