https://tedebc.ufma.br/jspui/handle/tede/1253 O PROF-ARTES é um programa de mestrado profissional (stricto sensu) em Artes com área de concentração em Ensino de Artes, reconhecido pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) do Ministério da Educação. Mon, 20 Apr 2026 06:36:31 GMT 2026-04-20T06:36:31Z http://tede2.ufma.br:8080/jspui/retrieve/1325/marca_prof_artes.png https://tedebc.ufma.br/jspui/handle/tede/1253 https://tedebc.ufma.br/jspui/handle/tede/6916 Título: MÃOS QUE FALAM, BONECOS QUE SENTEM: A EXPRESSIVIDADE DO TEATRO DE ANIMAÇÃO COMO PONTE COM O ESTUDANTE COM O TRANSTORNO DO ESPECTRO AUTISTA (TEA) Autor: RACHID, Keilianne Medeiros Falcão Primeiro orientador: BRAGA, Ana Socorro Ramos Abstract: This study investigates the glove puppet as a pedagogical tool mediating the socioemotional development of students with Autism Spectrum Disorder (ASD) in the context of public schools, considering the challenges faced by educational institutions in implementing inclusive practices sensitive to the unique needs of these students. The research aims to understand how aesthetic experiences with glove puppets can favor processes of communication, emotional expression, social interaction, and the construction of affective bonds in the school context. The research adopts a qualitative approach, based on bibliographic research and an interventional case study, developed at the Lilásia Lobão Marques Municipal School, located in the municipality of União, state of Piauí, with two elementary school students as participants. The central methodological procedure consisted of conducting eight workshops, structured around activities of awareness-raising, creation, puppet manipulation, improvisation, and narrative development, articulated with the practices of art education from an inclusive perspective. Data production occurred through participant observation, the researcher's logbook, photographic records, pedagogical monitoring sheets, and semistructured interviews conducted with teachers and family members of the participating students. The results showed significant advances in verbal and non-verbal communication processes, expansion of social interactions, greater engagement in pedagogical activities, strengthening of listening and shared attention, as well as the development of emotional self-regulation. It is concluded that puppet theatre, understood as an artistic language within the field of Art, is configured as an object of knowledge that articulates content and pedagogical methodologies aimed at the socioemotional development of students with ASD, contributing to the construction of inclusive practices and to the strengthening of communication, expression, interaction and humanization processes in educational relationships within the context of public schools. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Thu, 29 Jan 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6916 2026-01-29T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6896 Título: Ensino coletivo de violão: uma proposta didática para um curso técnico-profissionalizante no IFPI Autor: BORGES, Erisvaldo de Sousa Primeiro orientador: CORDEIRO, Risaelma de Jesus Arcanjo Moura Abstract: This research aimed to develop a didactic proposal for Group Guitar Instruction within the Curso Técnico em Instrumento Musical at the Instituto Federal do Piauí (IFPI), campus Teresina Central. Based on a pedagogical demand observed in classroom practice, the research sought to reinterpret and adapt part of the teaching materials from the Violão na Escola Project to the technical and vocational education context. The study involved an analysis of the original material and a state-of-the-art literature review on pedagogical innovations in collective guitar teaching, highlighting contributions from authors such as Oliveira (2023, 2024) and Tourinho (2023). Bardin’s (2016) content analysis was employed as the main investigative method. The theoretical foundation draws on the concept of educational innovation as defined by Moran (2014); cooperative learning according to Johnson, Johnson, and Holubec (1999); the four pillars of learning proposed by Dehaene (2022); the use of active learning methodologies as presented by Carbonell (2016) and Moran (2018 and 2019); curricular innovation following Masetto and Gaeta (2016); Swanwick’s (2003) CLASP system; and the benefits of metacognition in musical learning as discussed by Hallam (2001) end Stervinou, Silva and Nascimento (2023). As a result, a didactic proposal was developed encompassing criteria such as repertoire selection, the use of open and closed scores, musical improvisation, and the writing of arrangements adapted to the student context, aiming to foster student protagonism. It is expected that this proposal will contribute to collective guitar teaching in vocational technical courses by offering strategies aligned with contemporary demands in music education and by promoting collaborative, dynamic, and contextualized learning. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Mon, 02 Feb 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6896 2026-02-02T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6895 Título: Experiências musicais extraescolares e o ensino de música nos anos finais do ensino fundamental da escola CMCB Tácito Caldas em Paço do Lumiar-MA Autor: MATTOS JÚNIOR, Inaldo Mendes de Primeiro orientador: DANTAS FILHO, Alberto Pedrosa Abstract: This dissertation addresses the topic of extracurricular musical experiences of elementary school students. The scientific problem is: how to integrate students' extracurricular musical experiences into music education in the final years of elementary school in a public school in Paço do Lumiar, MA? Thus, the objective of this research is to suggest didactic advice to consolidate this integration, based on music education literature and the BNCC (National Common Curriculum Base). This is an applied research with descriptive intent. The research is bibliographical and documentary in terms of the sources consulted, and based on surveys in terms of methodological procedures. A semi-structured questionnaire is used. The data approach is quantitative and qualitative, using percentage analysis and interpretation of results based on the theoretical framework of the research. The results demonstrate that students engage in a permanent, diverse, and intense musical art outside of formal elementary education settings and support the importance of including these experiences in classroom music teaching. Furthermore, they indicate the need to combine teaching strategies to consolidate this approach for the benefit of the educational context of Luminense Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Tue, 10 Feb 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6895 2026-02-10T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6879 Título: Sombras que educam, luzes que revelam: Percursos metodológicos do Teatro de Sombras no Centro de Ensino João Mohana em Peritoró-MA Autor: GONÇALVES, Genicleia Vitório Silva Primeiro orientador: VIANA, RaimundoNonato Assunção Abstract: This research aimed to investigate Shadow Theater as a pedagogical, humanized, and inclusive experience in the context of Art/Education, capable of enhancing creativity, the development of interpersonal relationships, respect, and the protagonism of all those involved. The investigation was characterized as quantitative-qualitative field research, developed at the João Mohana State School, located in the city of Peritoró, Maranhão. The participants involved were licensed art teachers and students in the 1st year B of high school/2025 in the morning shift. The choice of the research location and class was based on the fact that it is the institution and audience with which the proponent of this research works. The intervention was carried out through the implementation of Shadow Theater in the school activities of the Basic Elective course, an interdisciplinary course focused on projects, with the aim of stimulating creativity, artistic expression, student leadership, and the appreciation of cultural traditions. The instruments used were observations, questionnaires, and photographic records of the participants' experiences during the intervention process, as well as a record of their impressions of the initiative at the end of the project. It is important to note that this culmination took place through the presentation of a shadow theater play, which sought to understand the impacts of this practice in the school environment. The research revealed a significant impact on the students' creativity and artistic expression, showing an increase in their ability to work as a team, in addition to developing a greater understanding of narrative and visual aesthetics. This interaction between students throughout the creative process promoted a sense of community, strengthening bonds of empathy and inclusion, even though the school community was facing challenges due to the renovation of the institution's building. As an educational product, this research made available a virtual pedagogical magazine entitled Bringing Light to the Shadows – Shadow Theater in High School, which aims to be a space for reflection and sharing of experiences and suggestions for practical activities experienced during the investigation and which can be consulted and tried out in other contexts of Basic Education. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Mon, 02 Feb 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6879 2026-02-02T00:00:00Z