Poverty, Performance and Education
The objective of this project is to produce knowledge about the relations between poverty and performance and to analyze the impact that performances (artistic, cultural, social etc.) have in the lives of poor people, to support new policies to fight poverty. It works with the perspective of performance studies, studies of presence, and of ethnoscenology to maintain a network of researchers, involving eighteen universities and research institutions in six countries (Angola, Argentina, Brazil, France, Mozambique, and Portugal). The network is composed of research groups from the following institutions. From Brazil: the Universidade Federal de Santa Maria; the Universidade Estadual de Campinas; the Universidade Federal do Acre; the Universidade Federal de Sergipe; the Universidade de Brasília; the Universidade Federal de Pelotas; and the Universidade Estadual do Rio Grande do Sul. From France: the Maison de Sciences de l’Homme Paris Nord; the Université de Nantes; Université Paris Nanterre; Université Lille 3; and the Université de Rennes. From Argentina: the Universidade Nacional del Centro de la Provincia de Buenos Aires. From Portugal: the Universidade do Minho. From Angola: the Instituto Superior de Ciências da Comunicação. From Mozambique: the Instituto Superior de Artes e Cultura. The network strives to conduct collective transversal analysis of the data produced with different data production methods. The methodology has five different methodological protocols: 1) analysis of documents and videos; 2) interviews; 3) participant observation; 4) fieldwork; and 5) artistic-pedagogical experiments. The groups adhere to these protocols that were collectively composed by the network and produce data in their respective contexts. The data produced is analyzed in crossed and comparative processes, based on the collective work of two or more groups. This methodology is focused on the shared construction of knowledge that is applicable to the field of study. The expected results should be published in various open access articles and books. They include methodologies to be applied in basic education, curricular education policies for higher education and to the training of professionals to attain high skills at the undergraduate, master’s and doctoral levels. The work is dedicated to the production of knowledge concerned with quality of life. The goal is not only to produce basic science, through the construction of descriptive analytical theories about relations between performance and poverty, but to create diagnostics and solutions that can be multiplied in contexts in which people in situations of poverty are involved with performance activities. This project aims to have impacts on various themes, to the degree that the groups work intersectionally, discussing the interface between poverty and performance with gender, class, subalternity, race, sexuality, immigration, education, aesthetics, politics, creation processes, etc. It is also dedicated to promoting the approaches, methodologies, and methods of intervention in situations of poverty in which performances are involved.
Intersecting the performing arts with ethnic-racial and gender issues to create a potent source of creation and research
This research project proposes practical and theoretical experiments in the performing arts, focusing on the relationship between the performing arts and ethnic, racial and gender issues. The research practice is based at the Departamento de Arte Dramática /IA/ UFRGS and is dedicated to registering and analyzing practices of undergraduate students in theater and graduate students in the performing arts through discussions and the studies by some of these students who are associated to the Grupo Interseccional de Pesquisas em Negritude, Gênero e Artes [The Intersectional Research Group in Negritude, Gender and the Arts]/CNPq (GINGA). The research, discussions and analyses are supported by the following premises: the influence of the work on performatic practices as diverse ways of experiencing the scene, acting and performance in conjunction with issues that allow contemplating the themes of ethnic-racial and gender relations considering the emergence of these issues and the need to expand theoretical-methodological references from these perspectives in relation to the performing arts. The study also discusses issues that are specific, constituent and transversal to the field of ethnic-racial and gender relations based on texts related to: negritude ancestry, racism, identities, patriarchy, decoloniality, feminisms, affirmative actions, black art, the black performing arts, and others, and interweave them with the contemporary performing arts.
Preparing theater teachers: exchanges between Brazil and Italy
This research project about the education of teachers “in” and “of” theater in different contexts (Brazil and Italy), has a documentary, analytical, and methodological character and strives to develop proposals. Its aim is to outline opportunities for continuing and initial education of professors and teachers in the performing arts.
The project was born through the researcher’s three years of experience at the Università di Bologna in Italy from 2014-2017 when she initiated and conducted an investigation in conjunction with the UFPel (where she had worked, code COCEPE 7889, from 2017 to 2019) and which continued and expanded at UFRGS, IFES where she has worked since September 2019, PROPESQ – UFRGS, código 38036). It is thus a binational study (and considers internationalization and international institutional cooperation) which has been conducted, expanded (mainly in terms of relations between teaching and extension) and resignified since 2014, and has generated results including participation in events and publication of articles in recognized academic journals. It is methodologically associated to the Projeto Hanna, which is a university extension project (PROREXT – UFRGS, código 41721) that produces contents for children, families and teachers in the early years of elementary school and early childhood education and materials for in-service teacher education. Each project has two scientific initiation grant recipients from the UFPel and three extension grantees from (UFRGS), and collaboration from Italian entities and professor Márcio Paim Mariot (IFSul).
Narratives in Dance: discourse and creation processes
The purpose of this study is to create dance narratives about events in the field of dance with an emphasis on Rio Grande do Sul, telling its histories, forms of thinking and being, and its modes of producing dance. Its specific objectives are to: contribute to the historical-cultural archives, by producing registers and outlining considerations; to focus on the statements of participants in the dance community and from related fields to discuss the related discourses, weaving the knowledge with its relations of power and self-constitution; to present aspects about modes of conducting dance, like creative and pedagogical processes, registering issues related to the participants of the dance community investigated. Some of the questions raised involve: what aspects about the history of dance emerge in the investigation of the life history of a dancer or dance group? How does the process of making dance take place among groups, companies, and artists? What statements and possible statements emerge and become visible in the dance discourses? The methodology proposes the exercise of problematization, seeking to challenge what is thought and said and to question the multiple modes of seeing and recognizing this plurality. The results include producing narratives, mainly through writing, about social, cultural, and historic aspects of dance.
Performative Pedagogy: for a Poetics of Coexistence
The research project entitled Performative Pedagogy: for a Poetics of Coexistence is the fourth and an independent phase of an interdisciplinary research project about the relations between performance and education that began in 2009. The main objective of the investigative project is to establish a theoretical corpus that can reflect on the forms of materialization of difference, and presentification of alterity. Similarly to the way that previous studies were conducted, this one is also based on critical presumptions, and operates as an interlinking of related concepts, to develop strategies that facilitate the problematization – or even recuperation, in an educational realm, and from the perspective of performative pedagogy – of the ties that join individuals to each other and guide them to a common goal, an ethical life in common.