O grafite como processo de aprendizagem na experiência artística e socialização na Educação de Jovens e Adultos

• Ano de defesa: 2024
• Autor(a) principal: Fernandes, Adriano Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Artes (Mestrado Profissional)
• Palavras-chave em Português: Grafite; Graffiti; Educação de jovens e adultos; Youth and adult education; Socialização; Socialization; Artes; Arts; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES; Grafiteiros; Educação - Aspectos sociais; Educação de adultos; Educação especial - Arte; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/41994; http://doi.org/10.14393/ufu.di.2024.332

The purpose of this research is to discuss graffiti as a pedagogical tool capable of giving new meaning to learning and reintegrating students in Youth and Adult Education into the school system, so that they perceive themselves as subjects who construct their journey and their learning process. We have graffiti as a possibility for realizing a new vision of teaching and learning, combining the proposal of collective learning. In this sense, graffiti can be unveiled as a dynamic and multiple process between art and education. The aim of this study is to understand graffiti as a form of artistic language and socialization. This is a qualitative, action-research study, which involved developing a project with EJA students to produce graffiti. Among some of the results, we observed that the students participated effectively, resulting in a viable project to work on in the EJA, and we noticed that the interaction between the students was a positive point in the project, despite the fact that in this particular year the age variation between the students was not evident, with the older students being around 40 years old on average. We also found that the older students were more inclined to interact with the youth culture and were beginning to make friends with the younger students through their difficulties and experiences. We can say, therefore, that despite the difficulties, graffiti is an art form that is extremely close to the young public, who understand and appreciate it, making it a good way to achieve our goal as educators, which is to teach art by experiencing it.