Processos de aprendizagem e de transmissão de conhecimento de músicos populares em Natal – RN: pesquisas iniciais
This work aims to analyse the processes by which professional and semiprofissional musicians from Natal learn and transmit their musical knowledge. Therefore, I tried to understand what their involvement with music was, and also their contexts and learning processes, their musical practices (for exa...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/33825 |
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| Resumo: | This work aims to analyse the processes by which professional and semiprofissional musicians from Natal learn and transmit their musical knowledge. Therefore, I tried to understand what their involvement with music was, and also their contexts and learning processes, their musical practices (for example, whether they learnt new songs “by ear”), whether there was an influence from the family and how they recycle their repertoire. The theoretical foundation includes concepts about formal and informal learning and knowledge transmission (ARAÚJO; ABREU; GREEN; LIBÂNEO; MARTINS & LIMA; SANTOS JÚNIOR) and also involves studies about Music teaching and learning (ARROYO; CARVALHO; CORRÊA; GALVÃO; GREEN; LACORTE; SANTOS JÚNIOR). The research had a qualitative character and the method was a multiple-case study involving popular musicians Daniela Cruz, Sergio Groove and Paulão Vianna. Daniela Cruz is a psychologist from the Federal University of Rio Grande do Norte – UFRN, and has been singing professionally for four years. Sergio Groove, a professional musician for 28 years, had the guitar as his first instrument. Paulão Vianna, a bachelor in Administration from the Universidade Potiguar – UnP and a municipal employee for the Deparment of Integrative Arts / FUNCARTE, has been a semiprofissional guitarist for more than 20 years. In the data collecting phase, I used online questionnaires and semistructured interviews. The data were analysed for its contents. Stemming from the analyses, categories were created in order to understand the learning contexts that guided these popular musicians. The results show that there are (or were) different formative spaces in their learning, beginning with the first contacts with music, within the family. Because of the multiple specificities of this theme, and seeing that I approached a contemporary issue which still craves for more scientific works, my wish is that other researchers explore this theme, as I myself intend to deepen it in future investigations. |
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