https://repositorio.ufu.br/handle/123456789/18931 Sun, 30 Aug 2026 05:43:09 GMT 2026-08-30T05:43:09Z https://repositorio.ufu.br/handle/123456789/49626 Title: Tecendo encontros entre o Ensino de Artes e as noções indígenas de Bem Viver: cooperação e natureza com crianças nos anos iniciais do Ensino Fundamental Abstract: This master's thesis, developed within the Professional Master's Program in Art at the Federal University of Uberlândia (UFU), investigates how the principles of Indigenous notions of Buen Vivir – Tekó Porã (Guarani), Sumak Kawsay (Quechua) and Suma Qamaña (Aymara) – can be integrated into Art teaching in Elementary School. The research stems from the author's personal trajectory as an Art teacher in a peripheral public school and is grounded in Indigenous authors (Ailton Krenak, Sandra Benites, Célia Xakriabá, Daniel Munduruku, Cristine Takuá, Kaká Werá Jecupé, among others) and non-Indigenous authors (Ana Mae Barbosa, Maria Aparecida Viggiani Bicudo, Léa Tiriba, Renato Noguera, among others). The methodology adopts a qualitative approach with a phenomenological basis (Husserl), articulated with Indigenous epistemologies. The empirical field comprises two 3rd-grade classes (59 children) at Dr. Gladsen Guerra de Rezende Municipal School (Uberlândia, MG). Data collection instruments include conversation circles, drawings, collages, field diaries, and practical activities: string figures (cooperation), knitting with mesh yarn, coconut straw weaving, and workshops with natural elements. The text starts presenting the author 's personal trajectory and his place of speech, articulating peripheral identity with the choice of theme. It then introduce the Indigenous notions of Buen Vivir – Tekó Porã, Sumak Kawsay and Suma Qamaña – distinguishing them from Western well-being and discussing their ethical-relational implications. It follows by describing the methodological path, articulating phenomenology and Indigenous epistemologies, and then it traces a parallel between the history of Art Education in Brazil and the Indigenous Movement, highlighting processes of silencing and resistance. After that, we analyzed children's notions of Buen Vivir through their speeches, drawings, and collages, revealing three axes: nature as a space of balance, reciprocity and community, and tensions between Buen Vivir and Western well-being in a peripheral context. We finished this work by describing the activities developed, organized into three axes: cooperation (string figures), nature (workshop with natural elements), and manual technique (weaving and coconut straw weaving), and then presenting the final considerations. The results indicate that Buen Vivir is not transmitted as content but emerges as an embodied experience in practices of cooperation, sensitive attention, and dialogue with materiality. The research concludes that integrating Indigenous notions of Buen Vivir into Art teaching requires recognizing the school as a space of gaps, breaches and possibilities, even under adverse conditions, and that Buen Vivir asserts itself as an always unfinished ethical-political horizon. Tue, 26 May 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49626 2026-05-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/48769 Title: Vivências estéticas com bebês e crianças bem pequenas: experimentações no campo traços, sons, cores e formas à luz da Arte Contemporânea Abstract: This research, linked to the Professional Master's Program in Arts at the Federal University of Uberlândia (UFU), investigates the field of experience Traces, Sounds, Colors and Forms (TSCF) proposed by the National Common Curricular Base (BNCC), aimed at babies and very young children (0 to 3 years). The study originates from the daily life of the Maria Pacheco Rezende Municipal Early Childhood Education School in Uberlândia, Minas Gerais, and seeks to understand how some of the principles and concepts of contemporary art can enhance aesthetic experiences and creative processes in early childhood. Recognizing the child as an active subject who uses different languages to interact with the world and construct meaning, the research is based on the National Curricular Guidelines for Early Childhood Education (DCNEI) and also on the Municipal Curricular Guidelines (DCM) of Uberlândia to support a practice that values gesture, movement, and sensory experimentation. Methodologically, this is a field study with participant observation, using photographic records and a logbook as resources for documenting investigative processes instead of finished products. The analysis focuses on understanding how contemporary art can engage with the rights to explore and express oneself, opening space for autonomy and for the acceptance of unique forms of children's expression. It is hoped that this study will contribute to a more respectful and powerful view of children's production, promoting educational environments that guarantee the freedom to discover and create. Wed, 27 May 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48769 2026-05-27T00:00:00Z 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. Thu, 26 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48558 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. Mon, 01 Dec 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48268 2025-12-01T00:00:00Z