Fábulas Imediatistas: processo criativo e percepção da imagem

Abstract

This dissertation, prepared as part of the requirements for obtaining the Master’s degree in Arts through the PROFARTES (National Network Professional Master’s in Arts), linked to the Graduate Program in Arts (PPGARTES) of the Faculty of Arts, Letters and Communication (FAALC) at the Federal University of Mato Grosso do Sul (UFMS), aims to investigate how students’ perception of works of art can be used to stimulate creativity in visual arts education. The research, based on a qualitative and phenomenological approach, focuses on the analysis of the pictorial work of the local artist Priscilla Pessoa, whose poetics supported a pedagogical intervention with 9th-grade students in a public school in Campo Grande/MS. Data collection, carried out through field notes, made it possible to identify four emerging categories: (A) the importance of exchanging ideas and interaction; (B) in a playful tone; (C) creating a favorable environment; and (D) experimentation in the creative process, which reveal central aspects of students’ experiences during the intervention. The data analysis revealed the potential of artistic creation in visual arts education in public schools, grounded in phenomenology as a pedagogical basis. These results led to the revision of the intervention and expanded the understanding of perceptive processes in response to visual stimuli, strengthening the capacity for interpretation and expression through images. As a development, an educational resource was created to support teachers, aiming to provide theoretical and practical contributions for the work of other art educators, fostering creativity and promoting reflections on the role of images in teaching and learning processes. Keywords: Phenomenology; Visual arts education; Didactic sequence; Creativity; Basic education