MOE, TAS e COM: delineamento e avaliação de objetos de aprendizagem em anatomia para o movimento

• Ano de defesa: 2017
• Autor(a) principal: Siane Paula de Araujo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Analogias e metáforas; Dança; Anatomia para o movimento; Objetos de aprendizagem; Embodiment; Aprendizagem Metodologia; Educação do movimento; Analogia (Lógica); Dança Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/LOMC-BC2FSP

This work seeks to reflect on the development of methodologies in teaching-learning to teaching performance in Arts/Dance. To this, propose three learning objects to delineate and evaluate three destined to the discipline Anatomy for the Movement of the Degree in Dance ofthe School of Fine Arts of the Federal University of Minas Gerais (EBA/UFMG). The didactic material consists of digital game Monte o Esqueleto (MOE) and two move players Tipos de Articulações Sinoviais (TAS) and Coordenação Motora (COM). In this way, this research was characterized for two distinct phases. In the first one, it was necessary todelineate (and to produce) these learning objects obtaining as main reference the theoretical constructs on analogies and metaphors of George Lakoff and Mark Johnson (2002), as well as some chosen concepts of Human Anatomy addressed in the discipline on the perspective of Somatic Education. The next phase consisted of the evaluation process of these materials given in a first instance about the identification of the conceptual metaphors in the objects produced in order to verify if the intended concepts were properly represented. And thesecond evaluation regarding data collected in the classroom that seek to verify the possible contributions or limitations of learning objects produced in the teaching-learning process of the discipline. The latter involved the application of a semistructured interview with theteacher of the discipline and a questionnaire and focus group with the students, in order to ascertain the impacts in this process in a perspective both group and more individualized. The data were analyzed based on the concept of embodiment (GIBBS, 2005) in order tounderstand the process of "incorporation" of the contents of learning objects under study. Thus, the research aims to enlarge contemporary conceptions about the possibilities of resources and didactic practices in Dance Padagogy Graduate.