Damodara: uma pesquisa-ação em uma turma da educação infantil com música/cultura Védica
This work had as general objective the understanding of the process of planning, implementing and evaluating activities with Vedic music in an Early Childhood Education class at the Nucleus of Childhood Education/College of Application at UFRN. As specific objectives I sought: to understand how the...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/44850 |
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| Resumo: | This work had as general objective the understanding of the process of planning,
implementing and evaluating activities with Vedic music in an Early Childhood
Education class at the Nucleus of Childhood Education/College of Application at
UFRN. As specific objectives I sought: to understand how the process of music
education takes place in an intercultural perspective; understand the needs of
intercultural musical learning of the researched class; identify which elements of
Vedic culture best relate to the context in question; and perceive the understandings
and reflections developed by the children from the intercultural musical context with
the Vedic culture. The concepts of Music and Music Education as Ethical Practice
proposed by Wayne Bowman and the understandings of Vedic culture by A. C.
Bhaktivedanta(tava sem h) Swami Prabhupada and Hridayananda Das Goswami
constituted my theoretical framework along with the understanding of music as
culture. This Action Research was developed at the Childhood Education
Nucleus/College of Application of the Federal University of Rio Grande do Norte
(NEI/CAp – UFRN) in the city of Natal-RN. In view of the research objectives, the
selected class was Class 4 A of Early Childhood Education, the last year of this stage
of education. Data were collected from audios, logbook, image and video recordings
and semi-structured interviews. The results signaled four main focuses: Buddhi (tava
bhuddhi) Yoga: A Reflection on Action; Veda: Distinct Cultures, Similar Values;
Maunan: Here and Now and Kaumara: From the Imaginary to the Concrete, a
Creative Act. From this perspective, this research contributes so that the area of
music education can expand its proposals within an ethical perspective committed to
diversity. It is concluded that it is possible to transpose early childhood education and
reach other levels of basic education, bringing intercultural possibilities with ethical
practices and aimed at the protagonism of students. The experiences found here can
also, in some instance, contribute to the training of teachers in the area of music
education, especially in the training of an educator who goes beyond technical
musical content and involves his students in musical activities in a practical way such
as approaches Wayne Bowman. In addition, cultural diversity in teacher education is
increasingly necessary and practices with Vedic culture can contribute to the
expansion of teachers' musical educational repertoire. |
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