Práticas de ensino de música no Projeto Conexão Felipe Camarão
This work is the result of research on the traditional music teaching practices in the context of social design Conexão Felipe Camarão Non-Governmental Organization (ONG) TerrAmar, Natal - RN West Zone. Thus, data are presented on the project location (KISIL, 1997) - concept, social issues of the...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27300 |
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| Resumo: | This work is the result of research on the traditional music teaching practices in the
context of social design Conexão Felipe Camarão Non-Governmental Organization (ONG)
TerrAmar, Natal - RN West Zone. Thus, data are presented on the project location (KISIL,
1997) - concept, social issues of the community, accessibility, descriptions of workshops,
local folklore games and other teaching activities in music workshops within that context. The
theoretical framework includes the history of music and Music Education, issues of basic
education, diversity and music education contexts in social projects and NGOs, as well the
popular music education and social practices of music education. In support of authors like
Fonterrada (2008); Arroyo (1999, 2000a, 2000b, 2002); Penna (2008); Beineke; Oliveira, E.
(1998); Oliveira, A. (2003); Kleber (2003, 2006, 2008, 2011); Green, A. (1987); Green, L.
(1997, 2000, 2012) and Souza (2004). Thus, if setting in qualitative research with
speculations in the nonformal said fields of teaching practices and informal transmission and
exchange of musical knowledge, we chose to work with the construct of a case study where
we find the reality of a project deals with masters and play oral tradition, instrument teachers
and community students in teaching and learning processes. Here discussions from crossing
the data collected in interviews and field observations with a view in the peculiar process of
education. We conclude that the repertoires of play is experienced in classrooms in group
rehearsals and performances and the teaching process is what matters most for a wide learning
of oral tradition cultures. These results bring contributions to the training of teachers in the
field of music education, whereas dealing with repertoires of popular cultures involves open
spaces to build a procedural learning. |
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