https://repositorio.ufba.br/handle/ri/37900 Mon, 04 May 2026 23:22:22 GMT 2026-05-04T23:22:22Z https://repositorio.ufba.br/handle/ri/43885 Título: O ensino (híbrido) de arte como potência libertadora: um estudo de caso no Colégio Estadual de Tempo Integral Gonçalo Muniz Autor(es): Santos, Fernando Dourado dos Primeiro Orientador: Chagas, Renata Voss Abstract: The present study aims to analyze the impacts of a pedagogical intervention in Art education developed through the implementation of hybrid learning, discussing the use of this methodology as a mediating tool in Art teaching and identifying favorable and unfavorable aspects inherent to the context of public secondary education in the state of Bahia, Brazil. The study is aligned with the research line “Theoretical and Methodological Approaches to Teaching Practices,” as it focuses on a methodological and experimental framework carried out within the context of Basic Education. The theoretical framework includes discussions on the inadequacy of the banking model of education in contemporary contexts, the importance of Art education as a liberating force through decolonial practices, and the Triangular Approach as a tool for reading and understanding the world. It also addresses Brazilian and Bahian secondary education, as well as digital literacy and digital inclusion as contemporary educational needs. This research consists of a case study supported by observation and interviews as research techniques, focusing on the analysis of data obtained through structured questionnaires, while also assuming characteristics of intervention research. The results and discussions indicate broad approval of hybrid learning among students across the three investigated educational modalities, as well as the potential of this methodology to enhance student engagement, foster autonomy and protagonism through personalized learning, stimulate greater interest in the Art curriculum component, and support the development of learning in Art. Such evidence reinforces the relevance of this methodology for serving both students in regular educational trajectories and those who require learning recovery or have been temporarily absent. Furthermore, the study revealed the persistence of different levels of digital inclusion among students, as well as structural, technological, and socioeconomic inequalities that directly affect the educational experience, thus requiring the adoption of inclusive hybrid strategies and models aligned with the specific characteristics of the populations served and the contexts in which they are applied. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Mon, 17 Dec 0025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/43885 0025-12-17T00:00:00Z https://repositorio.ufba.br/handle/ri/43804 Título: Uma proposta para o ensino de artes visuais em uma perspectiva decolonial e inclusiva, no contexto da APAE, em São Francisco do Conde (BA) Autor(es): Souza, Rogério Blank Primeiro Orientador: Brunet, Karla Schuch Abstract: The dissertation aims to present a pedagogical proposal for teaching visual arts to People with Disabilities (PCD) from the Association of Parents and Friends of the Exceptional (APAE) of São Francisco do Conde (BA), in a decolonial and inclusive perspective, created from artists of the African diaspora, knowledge of subalternized peoples, criticism of school culture and stereotypes of art/education. This research was completed in the Professional Master's Degree in Arts at the Federal University of Bahia in 2023. We started from the concept of decoloniality, decolonial pedagogy, a new conception of disability, an inclusive approach in special education, paths for decolonial art/education in the context of Apae to theoretically support this research. As for the methodological approach, we used action research. The text begins by conceptualizing decoloniality, decolonial education, special education and disability, and includes references to the relevant legislation. It then presents the Apaes and the unit in São Francisco do Conde (BA), discussing their historical, cultural and pedagogical dimension, especially in the teaching of arts. Next, it discusses the pedagogical trends of special education and its dialogue with decoloniality. Subsequently, it contextualizes and grounds the proposal and then presents it and reports on the experiences in the field. As a result, the proposal promoted the comprehensive development of people with disabilities, respecting their unique characteristics and expanding their cultural repertoire. Despite institutional and cultural adversities, the power of critical art/education in mobilizing insurgent knowledge inaugurated a decolonial shift in the Visual Arts Room at Apae. The experience reaffirms the urgency of pedagogical practices in special education based on decolonial and anti-ableist perspectives. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Thu, 02 Oct 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/43804 2025-10-02T00:00:00Z https://repositorio.ufba.br/handle/ri/43474 Título: A arte como espaço de reconhecimento étnico racial na educação infantil Autor(es): Oliveira, Ana Paula Reis Primeiro Orientador: Leblanc, Paola Barreto Abstract: This research presents an ethnic-racial approach, focused on the arts, with the objective of rescuing black identity through the recognition of the beauty of one's own image, contributing to the acceptance of identity, of students in Group 05 of Education Children's, from the District of Humildes, Limoeiro neighborhood, from Escola Municipal Doutor João Duarte Guimarães, in the city of Feira de Santana - Bahia. It was used as a pedagogical tool to work with Afro-Brazilian culture, Afro children's literature, self-portrait and photographic language, substantiating visual art as an element of social representation of reality. Through a fixed institutional project in the school unit whose theme is: Africanities: culture, memories and black identity, activities were carried out with the purpose of legitimizing what the legislation determines about including Afro-Brazilian culture in the school curriculum, by means of law 10.639/03, later changed to 11.645/08 in addition to providing students the perception of their social identities and thus, value black aesthetics, improve their self-esteem and promote discussions in the classroom and in the community in which they are inserted. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Fri, 30 May 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/43474 2025-05-30T00:00:00Z https://repositorio.ufba.br/handle/ri/43471 Título: Seu silêncio incomoda meu barulho: ativando o cortejo de Bumba meu Boi em Marechal Deodoro/AL Autor(es): Silva, Lílian Rodrigues da Primeiro Orientador: Figueiró, Cristiano Severo Abstract: This dissertation aims to activate the Bumba Meu Boi procession (cortejo) in basic education, integrating it into the school pedagogical context. Over the course of three years of experience, the study documents the trajectory of the insertion of Bumba Meu Boi into educational practices, offering pedagogical proposals for its implementation. The research analyzes the results obtained with this practice, observing the procedures adopted, the challenges faced, the successes achieved, and, based on these observations, makes adjustments to the pedagogical strategies. The development of the methodology included a detailed investigation of the Bumba Meu Boi tradition, with emphasis on its specificities in Maceió and the metropolitan region, specifically in Marechal Deodoro. This work stands as the first dossier dedicated to Bumba Meu Boi in Alagoas and combines affective memory with theoretical, pedagogical, and musical knowledge, providing an analysis of the formation of the procession and the possibilities of its insertion into the school environment, including local cultural knowledge in basic education. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Fri, 30 May 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/43471 2025-05-30T00:00:00Z