https://ri.ufs.br/jspui/handle/riufs/2582 Thu, 30 Apr 2026 21:36:31 GMT 2026-04-30T21:36:31Z https://ri.ufs.br/jspui/handle/riufs/24947 Título: Teatro como dispositivo de inclusão para alunos com autismo e TDAH Autor(es): Santos, Luciana Alves dos Abstract: This study aims to analyze theater as a tool for inclusion in education, focusing on students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). In this context, theater is understood as an artistic and educational language that combines body, voice, emotion, and imagination, fostering communication, social interaction, and subjective expression in the school environment. The research is bibliographic and exploratory in nature, with a qualitative approach, based on academic studies addressing theater in education, inclusive education, neurodiversity, and pedagogical practices focused on diversity. The theoretical framework draws on authors such as Viola Spolin and Augusto Boal, whose contributions support the understanding of theater as a participatory and formative practice. It also incorporates the work of Vera Maria Candau, who emphasizes education as a socially committed practice. This study aims to establish connections between theatrical activities and the development of accessible, sensitive, and democratic learning environments, where students can participate in diverse ways, respecting their learning processes, abilities, and forms of expression. The theoretical model indicates that theater, as a pedagogical mediator, can promote engagement, playfulness, creativity, and teamwork. Theatrical activities encourage participation through practical and experiential approaches. The results suggest that, when developed with pedagogical intentionality and reflection, theater goes beyond its artistic function, becoming a formative practice that promotes school inclusion strengthens students' confidence and self-esteem, and expands educational opportunities in regular education. Fri, 27 Feb 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24947 2026-02-27T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24946 Título: O teatro de mamulengo e sua contribuição pedagógica para os Objetivos de Desenvolvimento Sustentável da ONU Autor(es): Santos, Elida Marta Abstract: This research investigates Mamulengo (a traditional Brazilian puppet show) in an educational context, and how it contributes to disseminating the Sustainable Development Goals, whether within formal, non-formal, or informal settings. Based on the laws and guidelines that regulate art education and its positive contribution to the development of humanity. This study aims to reflect on Mamulengo theater as an educational strategy and its contribution to disseminating and achieving the United Nations Sustainable Development Goals (SDGs) for 2030, albeit unintentionally. This research adopts a qualitative approach, exploratory and explanatory in nature, based on a literature review and analysis of theatrical productions that engage with the SDGs, especially number 6 (Clean Water and Sanitation) and number 8 (Decent Work and Economic Growth). The choice of Mamulengo theater as an object of study is justified by its recognized historical, cultural, and social value, as well as its pedagogical potential in the educational context. As a manifestation of popular culture and Brazilian intangible cultural heritage, Mamulengo allows for the approach of social, environmental, and economic themes in an accessible, critical, and contextualized way, contributing to civic education and to achieving the Sustainable Development Goals in formal or non-formal educational settings. Tue, 24 Mar 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24946 2026-03-24T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24902 Título: Anatomia da personagem : um estudo da presença cênica sob a ótica da neurociência das emoções Autor(es): Gomes, Wellington Abstract: This research proposes an interdisciplinary investigation into the nature of scenic presence, grounding it as a phenomenon of profound psychophysical integration. Through the convergence of the Stanislavski System of Acting and the fundamentals of the Neuroscience of Emotions, it seeks to unveil the mechanisms that sustain organicity and authenticity in theatrical performance. The study culminates in the conceptual proposition of "Scenic Flow", defined as a heightened state of readiness where technique transmutes into living biology. To this end, central elements of the Stanislavskian tradition, such as psychophysical action, experiencing (perezhivanie), and embodiment (voploschénie), are analyzed through the lens of António Damásio's Somatic Marker Hypothesis and Norman Doidge’s principles of neuroplasticity. The research expands its boundaries by dialoguing with Stanley Keleman's emotional morphology, David Le Breton's anthropology, and the ritual and compositional dimensions proposed by Gilberto Icle and Matteo Bonfitto for the actor's work. The theoretical foundation is further strengthened by Amy Cuddy's contributions on body language and Mihaly Csikszentmihalyi's psychology of the optimal experience. Methodologically, the work is organized as a systematic bibliographic review of a qualitative and hermeneutic nature, establishing intersections that validate the "Character Anatomy" as a process of deliberate neurosculpting. It is expected that this approach will not only provide scientific tools for actor training but also consolidate theatrical art as an essential field of investigation for applied neuroscience. Sun, 15 Mar 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24902 2026-03-15T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24901 Título: Teatralidade nas quadrilhas juninas : integração de linguagens, desenvolvimento educacional infantil, preservação da cultura popular Autor(es): Santos, Marcos Roberto Luiz dos Abstract: This research seeks to understand the importance of theatricality in June quadrilhas, highlighting children’s June quadrilhas in the city of Aracaju, with the objective of promoting and investigating the integration of languages (theater/quadrilha), as well as possibilities for early childhood educational development and for the preservation and maintenance of this important intangible heritage. Methodologically, the research is outlined as a qualitative and descriptive investigation, based on the hypothetical-deductive methodology and supported by an extensive literature review. Data analysis is grounded in theoretical triangulation, juxtaposing different authors and concepts to substantiate the discussions presented. The theoretical results of this research suggest that the use of theatrical didactics can contribute significantly to early childhood educational development, promoting the valorization of children’s June quadrilhas in the socio-educational context. It is concluded that theatricality is a fundamental pedagogical tool within children’s June quadrilhas, ensuring the maintenance of intangible heritage and strengthening the sense of belonging among new generations. Tue, 10 Mar 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24901 2026-03-10T00:00:00Z