Experiências musicais interculturais no Coral Infantil da UFRN
This qualitative research has as its main objective to investigate intercultural musical experiences between children and culture bearers in UFRN Children's Choir. In addition, the specific objectives of this work are to reflect on intercultural music education, on the practice of an undergradu...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/33813 |
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| Resumo: | This qualitative research has as its main objective to investigate intercultural musical experiences between children and culture bearers in UFRN Children's Choir. In addition, the specific objectives of this work are to reflect on intercultural music education, on the practice of an undergraduate researcher in scientific initiation, and on the multicultural and intercultural pedagogical training of UFRN’s undergraduate music education students. In this case study (YIN, 2005), we used as theoretical basis Portera’s (2013), Antilla’s (2016) and Queiroz’s (2017a) understandings about interculturalism and intercultural music education, the concept of self-authorship (KEGAN, 1994; BAXTER MAGOLDA, 1998; 2000; 2001), the Intercultural Maturity Model (KING; BAXTER MAGOLDA, 2005; PEREZ et al., 2015), the concept of transformative learning (MEZIROW, 2000; 2003) and Schippers’s (2009) framework for music education from a global perspective. Through thematic analysis (BRAUN; CLARKE, 2006; 2013) of semi-structured interviews, participant observations, research diaries and audio and video recordings, we observed that intercultural music education in the context of UFRN Children's Choir led to the beginning of intercultural maturity among children, especially in the cognitive dimension, the expansion of their musical discourses and the development of their own pride based on knowledge of world music. Relatively, the culture bearers involved in this research demonstrated empowerment by sharing their cultural identities, the ability to build interdependent social relationships through cultural differences and appreciation for others’ understanding of their cultural identities; all these competences correspond to the development and consolidation of intrapersonal and interpersonal dimensions. In addition, through the author's self-narrative, we conclude that his concurrent practice as undergraduate researcher and undergraduate music teacher was a key aspect in filling theoretical and pedagogical gaps that converge on intercultural music education. |
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