Desenho, teatro e educação: interpretações da ação dramática através do traço
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEFS |
Texto Completo: | http://localhost:8080/tede/handle/tede/106 |
Resumo: | The proposal of this work involves the interaction-integration between Design and Theatre and its implication to Education, recognizing and exploiting the potential of these knowledge transformers. Art, Education, Art and Theatre are more than words, are powerful concepts that are completely interwoven in a world that is not fragmented but dynamic and interactive. The prospect of Edwards (2000), Ferreira and Santos (2000), Gomes (1996), Moreira (2009) and Tiburi and Chui (2010), identified the drawing as poetry and mystery, but also as language, creating, thinking, intention and design (which materializes in the mind of every individual or in outer reality) and therefore is present in all areas of knowledge and human experience. The ideas of Pavis (2008) reveal a theater living experience, that enables a collective design, an ongoing dialogue between tasks, knowledge and various individuals. The research has developed an analysis of drawings produced by students of high school volunteers, on the proposal theatrical scene, in the search for understanding how this viewer perceives and interprets the dramatic action. The empirical part of the research selected qualitative approach as methodology searching contributions of various pathways for field investigation and the interpretation of drawings, consistent with the dialogic, dynamic and interdisciplinary Art function. The theme of the research is a look on the look of the viewer. In the exercise of drawing a theatrical scene i discovered in the viewer, a designer. The viewer is a co-creator, a producer of meanings, not a mere discoverer. There is no passivity at reception. Perception-representation, reception-creation are integrated actions. Through the interpretation of the drawings was possible to see the viewer on her sensitive, symbolic dimension, far from merely explaining and rationalizing discourses of the verbal language. Theatre and design do not end in themselves, are ways to interpret, explore and experience the world. Mobilize the subjects to awaken its ability to designate, draw and design yourself, ordering, viewing and reviewing themselves, to explore, alone or in groups, their designs and drawings of the world and of themselves. Awareness of the importance and power of these knowledge can consolidate educational processes, investigations, actions and activities that add significant knowledge and can bring great leaps in human development in all its dimensions. The alliance between the theoretical framework and the interpretation of the material collected some significant conclusions about the interpretation of the viewer-designer were obtained, comprising a multiplicity of meanings expressed, the emphasis on specific aspects, the more distanced stance or identified with theatrical scenes, symbolic links with the elements and images present in the context of the scene and how the drawings reveal their creators and their sociocultural context. |
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Araújo, Miguel Almir Lima dehttp://lattes.cnpq.br/3663061530426665Santana, Renato Tavares2015-07-27T22:11:48Z2014-08-13SANTANA, Renato Tavares. Desenho, teatro e educação: interpretações da ação dramática através do traço. 2014. 138 f. Dissertação (Mestrado Acadêmico em Desenho Cultura e Interatividade)- Universidade Estadual de Feira de Santana, Feira de Santana, 2014.http://localhost:8080/tede/handle/tede/106The proposal of this work involves the interaction-integration between Design and Theatre and its implication to Education, recognizing and exploiting the potential of these knowledge transformers. Art, Education, Art and Theatre are more than words, are powerful concepts that are completely interwoven in a world that is not fragmented but dynamic and interactive. The prospect of Edwards (2000), Ferreira and Santos (2000), Gomes (1996), Moreira (2009) and Tiburi and Chui (2010), identified the drawing as poetry and mystery, but also as language, creating, thinking, intention and design (which materializes in the mind of every individual or in outer reality) and therefore is present in all areas of knowledge and human experience. The ideas of Pavis (2008) reveal a theater living experience, that enables a collective design, an ongoing dialogue between tasks, knowledge and various individuals. The research has developed an analysis of drawings produced by students of high school volunteers, on the proposal theatrical scene, in the search for understanding how this viewer perceives and interprets the dramatic action. The empirical part of the research selected qualitative approach as methodology searching contributions of various pathways for field investigation and the interpretation of drawings, consistent with the dialogic, dynamic and interdisciplinary Art function. The theme of the research is a look on the look of the viewer. In the exercise of drawing a theatrical scene i discovered in the viewer, a designer. The viewer is a co-creator, a producer of meanings, not a mere discoverer. There is no passivity at reception. Perception-representation, reception-creation are integrated actions. Through the interpretation of the drawings was possible to see the viewer on her sensitive, symbolic dimension, far from merely explaining and rationalizing discourses of the verbal language. Theatre and design do not end in themselves, are ways to interpret, explore and experience the world. Mobilize the subjects to awaken its ability to designate, draw and design yourself, ordering, viewing and reviewing themselves, to explore, alone or in groups, their designs and drawings of the world and of themselves. Awareness of the importance and power of these knowledge can consolidate educational processes, investigations, actions and activities that add significant knowledge and can bring great leaps in human development in all its dimensions. The alliance between the theoretical framework and the interpretation of the material collected some significant conclusions about the interpretation of the viewer-designer were obtained, comprising a multiplicity of meanings expressed, the emphasis on specific aspects, the more distanced stance or identified with theatrical scenes, symbolic links with the elements and images present in the context of the scene and how the drawings reveal their creators and their sociocultural context.O Desenho e o Teatro fornecem oportunidades educativas transformadoras, no entanto, ainda muito pouco reconhecidas e exploradas. A presente pesquisa tem por objetivo investigar uma interação-integração entre os dois campos e sua relação com o processo educativo. Arte, Educação, Desenho e Teatro são mais que palavras, são conceitos potentes que estão completamente imbricados num mundo que não é fragmentado, mas dinâmico e interativo. A perspectiva de Edwards (2000), Ferreira e Santos (2000), Gomes (1996), Moreira (2009) e Tiburi e Chuí (2010), apontam o desenho como poesia e mistério, mas também como linguagem, criação, pensamento, intenção e projeto (que se materializa na mente de cada indivíduo ou na realidade exterior) e, por isso, está presente em todas áreas do conhecimento e da experiência humana. Já as ideias de Pavis (2008), revelam um teatro experiência-viva, que possibilita um desenho coletivo, um diálogo permanente entre funções, saberes e indivíduos diversos. A pesquisa desenvolveu uma análise de desenhos produzidos por educandos-voluntários do ensino médio, sobre uma cena teatral proposta, na busca por compreender como esse espectador percebe e interpreta a ação dramática. A proposta metodológica alia a abordagem qualitativa e a inspiração hermenêutica à bricolagem de caminhos diversos para a investigação de campo e interpretação dos desenhos, coerentes com a função dialógica, dinâmica e interdisciplinar da Arte. O mote da pesquisa é o olhar sobre o olhar de quem olha. No exercício de desenhar uma cena teatral descobri no espectador, um desenhador. Não há passividade na recepção. O espectador é um co-criador, um produtor de significados, não um mero descobridor. Percepção-representação, recepção-criação são ações integradas. Através da interpretação dos desenhos foi possível enxergar o olhar do observador em sua dimensão sensível, simbólica, longe dos discursos meramente explicativos e racionalizantes da linguagem verbal. Desenho e Teatro não se encerram em si mesmos, são formas de interpretar, explorar e conhecer o mundo. Mobilizam os sujeitos para que eles despertem sua capacidade de designar, projetar e projetar-se, de ordenar, ver e rever-se, de explorar, sozinhos ou em grupo, seus desenhos e os desenhos do mundo e de si próprios. Dessa forma, esses campos podem consolidar processos educativos, investigações, ações e atividades significativas que podem trazer grandes saltos qualitativos para o desenvolvimento humano em todas as suas dimensões e complexidade. Com a interpretação dos desenhos da pesquisa obtive algumas conclusões significativas sobre as interpretações do espectador-desenhador, compreendendo a multiplicidade dos significados expressos, a ênfase dada a aspectos específicos, a postura mais distanciada ou identificada com as cenas teatrais, as articulações simbólicas com os elementos e imagens presentes no contexto da cena e o quanto os desenhos revelam sobre os indivíduos e seu contexto sociocultural.Submitted by Verena Bastos (verena@uefs.br) on 2015-07-27T22:11:48Z No. of bitstreams: 1 Renato Tavares Santana. DESENHO TEATRO E EDUCACAO.pdf: 4147917 bytes, checksum: 129812850cc37a09e0c5a3b857886564 (MD5)Made available in DSpace on 2015-07-27T22:11:48Z (GMT). No. of bitstreams: 1 Renato Tavares Santana. DESENHO TEATRO E EDUCACAO.pdf: 4147917 bytes, checksum: 129812850cc37a09e0c5a3b857886564 (MD5) Previous issue date: 2014-08-13application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acadêmico em Desenho Cultura e InteratividadeUEFSBrasilDEPARTAMENTO DE LETRAS E ARTESDesenhoTeatroEducaçãoDesignDrawingTheatreEducationARTES PLASTICAS::DESENHODesenho, teatro e educação: interpretações da ação dramática através do traçoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-58892046977320548626006006006451293484473876986-2403007199550237984info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALRenato Tavares Santana. DESENHO TEATRO E EDUCACAO.pdfRenato Tavares Santana. 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dc.title.por.fl_str_mv |
Desenho, teatro e educação: interpretações da ação dramática através do traço |
title |
Desenho, teatro e educação: interpretações da ação dramática através do traço |
spellingShingle |
Desenho, teatro e educação: interpretações da ação dramática através do traço Santana, Renato Tavares Desenho Teatro Educação Design Drawing Theatre Education ARTES PLASTICAS::DESENHO |
title_short |
Desenho, teatro e educação: interpretações da ação dramática através do traço |
title_full |
Desenho, teatro e educação: interpretações da ação dramática através do traço |
title_fullStr |
Desenho, teatro e educação: interpretações da ação dramática através do traço |
title_full_unstemmed |
Desenho, teatro e educação: interpretações da ação dramática através do traço |
title_sort |
Desenho, teatro e educação: interpretações da ação dramática através do traço |
author |
Santana, Renato Tavares |
author_facet |
Santana, Renato Tavares |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Araújo, Miguel Almir Lima de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3663061530426665 |
dc.contributor.author.fl_str_mv |
Santana, Renato Tavares |
contributor_str_mv |
Araújo, Miguel Almir Lima de |
dc.subject.por.fl_str_mv |
Desenho Teatro Educação |
topic |
Desenho Teatro Educação Design Drawing Theatre Education ARTES PLASTICAS::DESENHO |
dc.subject.eng.fl_str_mv |
Design Drawing Theatre Education |
dc.subject.cnpq.fl_str_mv |
ARTES PLASTICAS::DESENHO |
description |
The proposal of this work involves the interaction-integration between Design and Theatre and its implication to Education, recognizing and exploiting the potential of these knowledge transformers. Art, Education, Art and Theatre are more than words, are powerful concepts that are completely interwoven in a world that is not fragmented but dynamic and interactive. The prospect of Edwards (2000), Ferreira and Santos (2000), Gomes (1996), Moreira (2009) and Tiburi and Chui (2010), identified the drawing as poetry and mystery, but also as language, creating, thinking, intention and design (which materializes in the mind of every individual or in outer reality) and therefore is present in all areas of knowledge and human experience. The ideas of Pavis (2008) reveal a theater living experience, that enables a collective design, an ongoing dialogue between tasks, knowledge and various individuals. The research has developed an analysis of drawings produced by students of high school volunteers, on the proposal theatrical scene, in the search for understanding how this viewer perceives and interprets the dramatic action. The empirical part of the research selected qualitative approach as methodology searching contributions of various pathways for field investigation and the interpretation of drawings, consistent with the dialogic, dynamic and interdisciplinary Art function. The theme of the research is a look on the look of the viewer. In the exercise of drawing a theatrical scene i discovered in the viewer, a designer. The viewer is a co-creator, a producer of meanings, not a mere discoverer. There is no passivity at reception. Perception-representation, reception-creation are integrated actions. Through the interpretation of the drawings was possible to see the viewer on her sensitive, symbolic dimension, far from merely explaining and rationalizing discourses of the verbal language. Theatre and design do not end in themselves, are ways to interpret, explore and experience the world. Mobilize the subjects to awaken its ability to designate, draw and design yourself, ordering, viewing and reviewing themselves, to explore, alone or in groups, their designs and drawings of the world and of themselves. Awareness of the importance and power of these knowledge can consolidate educational processes, investigations, actions and activities that add significant knowledge and can bring great leaps in human development in all its dimensions. The alliance between the theoretical framework and the interpretation of the material collected some significant conclusions about the interpretation of the viewer-designer were obtained, comprising a multiplicity of meanings expressed, the emphasis on specific aspects, the more distanced stance or identified with theatrical scenes, symbolic links with the elements and images present in the context of the scene and how the drawings reveal their creators and their sociocultural context. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-08-13 |
dc.date.accessioned.fl_str_mv |
2015-07-27T22:11:48Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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dc.identifier.citation.fl_str_mv |
SANTANA, Renato Tavares. Desenho, teatro e educação: interpretações da ação dramática através do traço. 2014. 138 f. Dissertação (Mestrado Acadêmico em Desenho Cultura e Interatividade)- Universidade Estadual de Feira de Santana, Feira de Santana, 2014. |
dc.identifier.uri.fl_str_mv |
http://localhost:8080/tede/handle/tede/106 |
identifier_str_mv |
SANTANA, Renato Tavares. Desenho, teatro e educação: interpretações da ação dramática através do traço. 2014. 138 f. Dissertação (Mestrado Acadêmico em Desenho Cultura e Interatividade)- Universidade Estadual de Feira de Santana, Feira de Santana, 2014. |
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Universidade Estadual de Feira de Santana |
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