Cartografias afetivas no bairro da Cidade Operária: contribuições da educação estética do espaço urbano para o ensino de artes visuais

• Ano de defesa: 2025
• Autor(a) principal: SILVA, Rafaela Cristina da
• Orientador(a): MATOS, Elisene Castro
• Banca de defesa: MATOS, Elisene Castro , COSTA FILHO, José Almir Valente , FONSECA, Luisa Maria Pereira Osório da
• 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: ensino de arte; memória; estética do cotidiano; arte urbana; cartografias afetivas.
• Palavras-chave em Inglês: art teaching; memory; aesthetics of everyday life; urban art; affective cartographies.
• Área do conhecimento CNPq: Artes
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/6138

This research makes a contribution to the field of art/education and urban aesthetic education in Visual Arts Teaching. Inserted in the research line Processes of teaching, learning and creation in the arts, the central theme adopted was the Teaching of Art, Culture and Memory, producing a proposal aimed at contextualizing the Urban Culture of the Cidade Operária neighbourhood, promoting a sensitive look at the aesthetics of everyday life. We analyzed how the teaching of visual arts can contribute to building relationships of belonging to the cultural identity of the Cidade Operária neighborhood. We targeted 7th grade students at UEB Professor Nascimento de Moraes, collecting urban narratives from the neighborhood and contextualizing them in the classroom. The research was motivated by the reflection of contemporary cultural influences on students' behavior in the school environment, since they did not show the same interest in the cultural aspects of the territories where they live and were unaware of the local production and urban artists of these territories. It highlights the role of the art educator in building subjects who can and should be active in disseminating culture and who should therefore play a fundamental role in the community they belong to. The methodology adopted was action research and exploratory and explanatory field research with a qualitative approach. As a theoretical contribution, authors who dialogued with the central theme of the research were adopted, such as Archer (2019), Benevolvo (2019), Bergson (1999), Bosi (2023), Cesar (2014), Deleuze and Gitahy (1999), Meira (2014), Halbwachs (2023), Peixoto (2012), Noronha (2017), Pallamin (2015), Rolnik (2016), Sanches (2018), Scovino (2015), Silva (2001, 2014, 2015), Souza (2022) and Tassarini (2001). As a result of this work, we offer the school community paths to a more sensitive and humanistic education in Visual Arts, promoting more meaningful learning, stimulating creativity and developing a sense of belonging to the school community of which they are part.