https://repositorio.ufu.br/handle/123456789/18925 Sat, 11 Apr 2026 15:59:34 GMT 2026-04-11T15:59:34Z https://repositorio.ufu.br/handle/123456789/48438 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. Tue, 03 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48438 2026-02-03T00:00:00Z https://repositorio.ufu.br/handle/123456789/48368 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. Mon, 02 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48368 2026-02-02T00:00:00Z https://repositorio.ufu.br/handle/123456789/48363 Title: Experiências estéticas em práticas artístico-pedagógicas na Educação Infantil Abstract: Esta investigación analiza las prácticas artístico-pedagógicas y sus posibles dimensiones, como la experiencia estética, las dimensiones teórica, política y pedagógica, y cómo pueden orientar prácticas sensibles con niños de 0 a 3 años. El trabajo se basa teóricamente en John Dewey, João Francisco Duarte Jr., Jorge Larrosa, Tizuko Morchida Kishimoto, Stela Barbieri y Ecléia Bosi, en relación con la experiencia estética y sensible, la vivencia perceptiva, expresiva y formativa, la memoria y el juego. Como documentos analizados se utilizaron la Base Curricular Nacional Común y el documento orientador de la Red Municipal de Educación de Uberlândia (MG), específicamente sobre el contenido Trazos, Sonidos, Colores y Formas y Culturas Regionales y Locales. El recorrido metodológico incluyó procesos creativos organizados en etapas, como la idealización, el rescate de recuerdos familiares, la experimentación con diferentes materiales y la reflexión. Las acciones artísticas desarrolladas pusieron de manifiesto que las actividades sensoriales y exploratorias amplían las formas de aprender, favorecen la expresión y fortalecen las prácticas sensibles alineadas con la educación. Integrar las experiencias estéticas en el día a día de la educación infantil hace que el proceso sea más significativo, amplía el potencial investigador y contribuye a la construcción de espacios de escucha, sensibilidad y creación en las instituciones escolares. Wed, 04 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48363 2026-02-04T00:00:00Z https://repositorio.ufu.br/handle/123456789/48095 Title: A busca pelo coelho de orelhas desiguais: o drama como processo de ensino-aprendizagem na linguagem oral infantil Abstract: Esta investigación analiza las potencialidades del Drama en el desarrollo de la autonomía y del lenguaje oral en la Educación Infantil, articulando este enfoque con las directrices curriculares brasileñas. Se parte de la supuesto de que la primera infancia constituye un período fundamental para la formación humana, en el cual las experiencias educativas integradas, como las que ofrece el Drama, pueden fomentar simultáneamente la creatividad, la autonomía y las competencias sociales. Para ello, se realizaron revisiones bibliográficas, diálogos con educadores y experiencias de aplicación del Drama como método de enseñanza, seguidas de observaciones, análisis y recopilación de resultados. Los resultados obtenidos revelan la importancia del Drama en la promoción del lenguaje oral infantil y su contribución a la elaboración de propuestas de formación docente. Fri, 12 Dec 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48095 2025-12-12T00:00:00Z