Artes Visuais e Arte Contemporânea: um diálogo com a educação de surdos
Data
2021-08-16
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa evidencia as contribuições das artes visuais e da arte contemporânea no processo de conhecimento do aluno surdo sobre si e como sujeito de experiência visual, baseados nos princípios da teoria histórico-cultural. Objetivou-se, primeiramente, mapear as produções científicas sobre o tema e o ensino de artes visuais para surdos junto aos bancos de pesquisas online Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Biblioteca Digital de Teses e Dissertações (BDTD) e Biblioteca Eletrônica Científica Online (SciELO). Na sequência, priorizou-se conhecer a visão dos professores sobre a participação de crianças surdas e o que dizem sobre si, em propostas de artes visuais no cotidiano de sala bilíngue. Como forma de coleta de dados, além do mapeamento, que indicou cinco trabalhos acadêmicos sobre artes visuais e aluno surdo, realizaram-se entrevistas semiestruturadas com dois professores, sendo, uma delas, a professora bilíngue de uma turma formada por 11 crianças surdas e, o outro, o professor especialista em arte da escola. Os resultados da entrevista revelaram que, dos 11 alunos surdos, 10 deles chegaram à escola de Ensino Fundamental I sem conhecer a Língua Brasileira de Sinais (Libras). Nas entrevistas, é evidenciado o uso de imagens nos planos de aulas, obras de arte e recursos tecnológicos como apoio para o ensino-aprendizagem das crianças surdas, além das saídas pedagógicas, tendo como objetivo a ampliação do repertório dos alunos. Nos processos artísticos com as crianças, o professor de arte revela fundamentos da arte contemporânea, proporcionando uma abertura maior na construção de experiências estéticas, significativas e de maneira autoral. O trabalho coletivo é outro aspecto destacado na atuação do professor de arte e da professora bilíngue. Em geral, a pesquisa reflete sobre as diversas possibilidades no diálogo entre as artes visuais e a arte contemporânea como ferramenta de expressão e compreensão do mundo pelas crianças surdas.
This research highlights the contributions of visual arts and contemporary art in the process of knowledge of the deaf student about himself and as a subject of visual experience. The objective was, firstly, to map the scientific productions on the subject and the teaching of visual arts for the deaf with the online research banks Coordination for the Improvement of Higher Education Personnel (CAPES), Digital Library of Theses and Dissertations (BDTD) and Library Scientific Electronics Online (SciELO). Next, it was prioritized knowing the teachers' view on the participation of deaf children and what they say about themselves, in visual arts proposals in the daily life of a bilingual classroom. As a form of data collection, in addition to mapping, which indicated five academic works on visual arts and deaf students, semi-structured interviews were carried out with two teachers, one of them being the bilingual teacher of a class formed by 11 deaf children and the other, the school's specialist art teacher. The results of the interview revealed that, of the 11 deaf students, 10 of them arrived at Elementary School I without knowing Brazilian Sign Language (Libras). In the interviews, the use of images in the lesson plans, works of art and technological resources as support for the teaching-learning of deaf children is evidenced, in addition to pedagogical outlets, aiming to expand the students' repertoire. In artistic processes with children, the art teacher reveals the fundamentals of contemporary art, providing a greater opening in the construction of aesthetic, meaningful and authorial experiences. Collective work is another highlighted aspect in the performance of the art teacher and the bilingual teacher. In general, the research reflects on the various possibilities in the dialogue between visual arts and contemporary art as a tool for deaf children to express and understand the world.
This research highlights the contributions of visual arts and contemporary art in the process of knowledge of the deaf student about himself and as a subject of visual experience. The objective was, firstly, to map the scientific productions on the subject and the teaching of visual arts for the deaf with the online research banks Coordination for the Improvement of Higher Education Personnel (CAPES), Digital Library of Theses and Dissertations (BDTD) and Library Scientific Electronics Online (SciELO). Next, it was prioritized knowing the teachers' view on the participation of deaf children and what they say about themselves, in visual arts proposals in the daily life of a bilingual classroom. As a form of data collection, in addition to mapping, which indicated five academic works on visual arts and deaf students, semi-structured interviews were carried out with two teachers, one of them being the bilingual teacher of a class formed by 11 deaf children and the other, the school's specialist art teacher. The results of the interview revealed that, of the 11 deaf students, 10 of them arrived at Elementary School I without knowing Brazilian Sign Language (Libras). In the interviews, the use of images in the lesson plans, works of art and technological resources as support for the teaching-learning of deaf children is evidenced, in addition to pedagogical outlets, aiming to expand the students' repertoire. In artistic processes with children, the art teacher reveals the fundamentals of contemporary art, providing a greater opening in the construction of aesthetic, meaningful and authorial experiences. Collective work is another highlighted aspect in the performance of the art teacher and the bilingual teacher. In general, the research reflects on the various possibilities in the dialogue between visual arts and contemporary art as a tool for deaf children to express and understand the world.