Desenhos animados e lendas brasileiras: experiências com a apreciação e produção no processo de ensino/aprendizagem de Arte na Educação Básica

• Autor(a) principal: NICÁCIO, Alberto de Jesus Nascimento
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/3217
• topic: Desenho animado; Lendas; Tecnologias de Informação e Comunicação (TIC); Ensino de arte; Animated cartoon; Folklore legends; ICTs; Arts teaching; Artes

Animated cartoons, a movement reproduction technique created at the end of the 19th century, are present in all mass media. They are responsible for building social and cultural values in our society through entertainment and it can be a great ally in the field of Education. Folklore legends are fanciful narratives transmitted orally over time, but increasingly losing importance to new generations. Remembering them is a way to keep the people’s cultural identity alive. This research problem is to verify the contribution of the production of cartoons featuring Brazilian folklore legends in Visual Arts classes to cultural and artistic identity of basic education students. Thus, the present study aims to investigate whether the production of cartoons featuring Brazilian folklore legends, using stop motion/clipping animation techniques and Information and Communication Technologies (ICT), in Visual Arts classes at U.E.B. Governador Leonel Brizola, with students from the 6th and 7th year of elementary school, can contribute to their cultural and artistic identity and whether this experience can be shared with other public school teachers of Visual Arts. The methodological path is based on Action Research, with a qualitative approach through investigation and semistructured questionnaires. Among the theorists who reference this study, the following stand out: Hall (2006), Castoriadis (2010), Durand (2002), Manduruku (2004), Nesteriuk (2001), Barbosa Júnior (2002) Molleta (2014), Barbosa (2010), Bayard (1957), Bondía (2002), Cascudo (2000), Demo (2015), Alves (2017) and Prensky (2011), in their contributions on the construction of the students’ look, reflection and fruition, with a focus on the experience and understanding of the cultural processes in education through research, the importance of cinema and audiovisual industries in the classroom and the conditions of teachers and learners, which represent a scenario of digital natives and immigrants. Together, teachers and students can promote reconstructive knowledge.