Ê coreira! tambor de crioula na sala de aula
Ano de defesa: | 2023 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal do Maranhão
|
Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM REDE - PROF-ARTES EM REDE NACIONAL/CCH
|
Departamento: |
DEPARTAMENTO DE ARTES/CCH
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tedebc.ufma.br/jspui/handle/tede/tede/4953 |
Resumo: | The present work analyzes the creole Drum, being used in processes of teaching learning and artistic creations of eighth- graders exploring the contributions of Afro-Brazilians in the society and in the arts. It is perceived contents of teachings referring to the creole Drum are still littled used in the classroom and pratically absent in the Arts textbooks donated by the National Textbook Plan (PNLD). The Creole Drum it is a popular manifestation present throughout Maranhão, linked to the history and culture of the Afro-Brazilian population. Full of ancestry, teachings and black resistance. Working with this cultural manifestation it ́s working on the history of the black women and men who fought against slavery through art and culture. The creole Drum labored in the classroom enables students to develop of its potentialities, allowing knowledge of your African and Afro-Brazilian heritage construction of the notions of identity and representativeness, place of speech in addition to contributing to think about ways of inclusion of the contents referring to artistic creation in Art textbooks. Given the great interest and involvement on the part of the students, It was noticed that the work with Creole drum in the discipline of artes is a content that can be experienced in education because it helps to develop your knowledge and your skills as say the national curricular vestments (1993). So I seek to broaden this action and investigate in a more academic way the forms of teaching learning and artistic creation through visuality of the dance, music and theater present in the Creole Drum of Maranhão. |
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network_name_str |
Biblioteca Digital de Teses e Dissertações da UFMA |
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spelling |
BORRALHO, Tácito Freirehttp://lattes.cnpq.br/6354056336043839BORRALHO, Tácito Freirehttp://lattes.cnpq.br/6354056336043839NERIS, Cidinalva Silva Camarahttp://lattes.cnpq.br/5072302663808446VIANA, Raimundo Nonato Assunçãohttp://lattes.cnpq.br/2070306377562824http://lattes.cnpq.br/2225137988150418COSTA, Zayda Cristina Rocha2023-09-19T11:35:54Z2023-02-23COSTA, Zayda Cristina Rocha. Ê coreira! tambor de crioula na sala de aula. 2023. 90 f. Dissertação (Programa de Pós-Graduação em Rede - Prof-Artes em Rede Nacional/CCH) - Universidade Federal do Maranhão, São Luís, 2023.https://tedebc.ufma.br/jspui/handle/tede/tede/4953The present work analyzes the creole Drum, being used in processes of teaching learning and artistic creations of eighth- graders exploring the contributions of Afro-Brazilians in the society and in the arts. It is perceived contents of teachings referring to the creole Drum are still littled used in the classroom and pratically absent in the Arts textbooks donated by the National Textbook Plan (PNLD). The Creole Drum it is a popular manifestation present throughout Maranhão, linked to the history and culture of the Afro-Brazilian population. Full of ancestry, teachings and black resistance. Working with this cultural manifestation it ́s working on the history of the black women and men who fought against slavery through art and culture. The creole Drum labored in the classroom enables students to develop of its potentialities, allowing knowledge of your African and Afro-Brazilian heritage construction of the notions of identity and representativeness, place of speech in addition to contributing to think about ways of inclusion of the contents referring to artistic creation in Art textbooks. Given the great interest and involvement on the part of the students, It was noticed that the work with Creole drum in the discipline of artes is a content that can be experienced in education because it helps to develop your knowledge and your skills as say the national curricular vestments (1993). So I seek to broaden this action and investigate in a more academic way the forms of teaching learning and artistic creation through visuality of the dance, music and theater present in the Creole Drum of Maranhão.O presente trabalho analisa o Tambor de Crioula, sendo utilizado nos processos de ensino- aprendizagem e criações artísticas dos estudantes do 8o ano, explorando as contribuições dos afro-brasileiros na sociedade e nas Artes. Percebe-se conteúdos de ensinos referentes ao Tambor de Crioula ainda são pouco usados na sala de aula e praticamente ausentes nos Livros Didáticos de Artes doados pelo Plano Nacional dos livros didáticos (PNLD). O Tambor de Crioula é uma manifestação popular presente em todo Maranhão, ligada a história e a cultura da população afro-brasileira. Ele é carregado de ancestralidade, ensinamentos e resistência negra. Trabalhar com essa manifestação cultural é trabalhar a história das mulheres e homens negros que lutaram contra a escravidão através da arte e da cultura. O Tambor de Crioula trabalhado em sala de aula possibilita aos alunos o desenvolvimento de suas potencialidades, permitindo o conhecimento da sua herança africana e afro-brasileira, construção das noções de identidade e de representatividade, lugar de fala, além de contribuir para pensar caminhos de inclusão dos conteúdos referentes a criação artística nos livros didáticos de Artes. Dado o grande interesse e envolvimento por parte do alunado, percebeu-se que o trabalho com Tambor de Crioula na disciplina Artes é um conteúdo que pode ser vivenciado na educação, pois ajuda a desenvolver seus conhecimentos e suas habilidades, como dizem os Parâmetros Curriculares Nacionais (1993). Assim, busco alargar essa ação e investigar de modo mais acadêmico as formas de ensino-aprendizagem e criação artística através da visualidade, da dança, música e teatro presentes no Tambor de Crioula do Maranhão.Submitted by Jonathan Sousa de Almeida (jonathan.sousa@ufma.br) on 2023-09-19T11:35:54Z No. of bitstreams: 1 ZAYDACRISTINAROCHACOSTA.pdf: 2113520 bytes, checksum: d915dfad748fb3e5fadc57b1931edfbc (MD5)Made available in DSpace on 2023-09-19T11:35:54Z (GMT). No. of bitstreams: 1 ZAYDACRISTINAROCHACOSTA.pdf: 2113520 bytes, checksum: d915dfad748fb3e5fadc57b1931edfbc (MD5) Previous issue date: 2023-02-23CAPESapplication/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM REDE - PROF-ARTES EM REDE NACIONAL/CCHUFMABrasilDEPARTAMENTO DE ARTES/CCHeducação antirracista;dança;Tambor de Crioula.anti-racist education;dance;Creole Drum.Ensino-AprendizagemDançaArtesÊ coreira! tambor de crioula na sala de aulaÊ coreira! tambor de crioula in the classroominfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALZAYDACRISTINAROCHACOSTA.pdfZAYDACRISTINAROCHACOSTA.pdfapplication/pdf2113520http://tedebc.ufma.br:8080/bitstream/tede/4953/2/ZAYDACRISTINAROCHACOSTA.pdfd915dfad748fb3e5fadc57b1931edfbcMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/4953/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/49532023-09-19 08:35:54.088oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312023-09-19T11:35:54Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
Ê coreira! tambor de crioula na sala de aula |
dc.title.alternative.eng.fl_str_mv |
Ê coreira! tambor de crioula in the classroom |
title |
Ê coreira! tambor de crioula na sala de aula |
spellingShingle |
Ê coreira! tambor de crioula na sala de aula COSTA, Zayda Cristina Rocha educação antirracista; dança; Tambor de Crioula. anti-racist education; dance; Creole Drum. Ensino-Aprendizagem Dança Artes |
title_short |
Ê coreira! tambor de crioula na sala de aula |
title_full |
Ê coreira! tambor de crioula na sala de aula |
title_fullStr |
Ê coreira! tambor de crioula na sala de aula |
title_full_unstemmed |
Ê coreira! tambor de crioula na sala de aula |
title_sort |
Ê coreira! tambor de crioula na sala de aula |
author |
COSTA, Zayda Cristina Rocha |
author_facet |
COSTA, Zayda Cristina Rocha |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
BORRALHO, Tácito Freire |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6354056336043839 |
dc.contributor.referee1.fl_str_mv |
BORRALHO, Tácito Freire |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6354056336043839 |
dc.contributor.referee2.fl_str_mv |
NERIS, Cidinalva Silva Camara |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5072302663808446 |
dc.contributor.referee3.fl_str_mv |
VIANA, Raimundo Nonato Assunção |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2070306377562824 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2225137988150418 |
dc.contributor.author.fl_str_mv |
COSTA, Zayda Cristina Rocha |
contributor_str_mv |
BORRALHO, Tácito Freire BORRALHO, Tácito Freire NERIS, Cidinalva Silva Camara VIANA, Raimundo Nonato Assunção |
dc.subject.por.fl_str_mv |
educação antirracista; dança; Tambor de Crioula. |
topic |
educação antirracista; dança; Tambor de Crioula. anti-racist education; dance; Creole Drum. Ensino-Aprendizagem Dança Artes |
dc.subject.eng.fl_str_mv |
anti-racist education; dance; Creole Drum. |
dc.subject.cnpq.fl_str_mv |
Ensino-Aprendizagem Dança Artes |
description |
The present work analyzes the creole Drum, being used in processes of teaching learning and artistic creations of eighth- graders exploring the contributions of Afro-Brazilians in the society and in the arts. It is perceived contents of teachings referring to the creole Drum are still littled used in the classroom and pratically absent in the Arts textbooks donated by the National Textbook Plan (PNLD). The Creole Drum it is a popular manifestation present throughout Maranhão, linked to the history and culture of the Afro-Brazilian population. Full of ancestry, teachings and black resistance. Working with this cultural manifestation it ́s working on the history of the black women and men who fought against slavery through art and culture. The creole Drum labored in the classroom enables students to develop of its potentialities, allowing knowledge of your African and Afro-Brazilian heritage construction of the notions of identity and representativeness, place of speech in addition to contributing to think about ways of inclusion of the contents referring to artistic creation in Art textbooks. Given the great interest and involvement on the part of the students, It was noticed that the work with Creole drum in the discipline of artes is a content that can be experienced in education because it helps to develop your knowledge and your skills as say the national curricular vestments (1993). So I seek to broaden this action and investigate in a more academic way the forms of teaching learning and artistic creation through visuality of the dance, music and theater present in the Creole Drum of Maranhão. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-09-19T11:35:54Z |
dc.date.issued.fl_str_mv |
2023-02-23 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
COSTA, Zayda Cristina Rocha. Ê coreira! tambor de crioula na sala de aula. 2023. 90 f. Dissertação (Programa de Pós-Graduação em Rede - Prof-Artes em Rede Nacional/CCH) - Universidade Federal do Maranhão, São Luís, 2023. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/4953 |
identifier_str_mv |
COSTA, Zayda Cristina Rocha. Ê coreira! tambor de crioula na sala de aula. 2023. 90 f. Dissertação (Programa de Pós-Graduação em Rede - Prof-Artes em Rede Nacional/CCH) - Universidade Federal do Maranhão, São Luís, 2023. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/4953 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.publisher.program.fl_str_mv |
PROGRAMA DE PÓS-GRADUAÇÃO EM REDE - PROF-ARTES EM REDE NACIONAL/CCH |
dc.publisher.initials.fl_str_mv |
UFMA |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE ARTES/CCH |
publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
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