A aprendizagem musical e o cotidiano das infâncias: uma pesquisa no Curso de Iniciação Artística da EMUFRN-CIART
This research aimed to understand the main influences of everyday elements in the musical learning of students in a 1st year (afternoon) class of the Artistic Initiation Course at the UFRN Music School (CIART). This is a musical initiation course for children from 6 to 9 years old. Classes are taugh...
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| Formato: | Dissertação |
| 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/123456789/46924 |
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| Resumo: | This research aimed to understand the main influences of everyday elements in the
musical learning of students in a 1st year (afternoon) class of the Artistic Initiation
Course at the UFRN Music School (CIART). This is a musical initiation course for
children from 6 to 9 years old. Classes are taught by monitors (students of the Degree
in Music at UFRN). To achieve the proposed objective, we sought to understand the
children's cultural contexts; understand how their daily lives are outlined; identify the
everyday elements that children brought to the music class; and identify the
relationships they build between the musical content and elements worked in the
classroom and their daily lives. The research was carried out during a semester with
children aged 6 and 7 years old, students of the 1st year (afternoon) class of CIART.
This study refers to authors from Sociology, Sociology of Childhood, History,
Philosophy and Education, such as Heller (2000), Freire (1996), Sarmento (2003),
Gomes (2008), Ariès (2011) and Giddens (2012). The research was developed as an
ethnographic case study (MARTUCCI, 2001; MOREIRA, 2002; ANDRÉ, 2005). As for
the production and collection of data, these consisted of documentary research,
participant observation, production of a field diary, semi-structured interviews in a
conversation wheel format and production of drawings with the children, in addition to
semi-structured interviews with parents/guardians by the children in the class.
Photographs and audio and video recordings were also produced. From the data
analysis, it was possible to notice that the children related the contents worked on in
music classes to elements of their daily lives outside the classroom. In this way,
musical elements were transformed into different things. In addition, they brought their
media references and prior knowledge to the music class. In contact with symbols,
instruments, sounds and music, memories of objects and facts already known or
experienced were raised. In this dialogic movement, the children built their musical
learning. When faced with the musical elements and the contents of the classes, they
established a connection with their daily experiences, giving new meaning to them and
building new knowledge. It was also possible to observe how the children's routine
influences the quality of their musical learning. It is considered that this work has
relevance for an understanding of the relationship between children's daily lives and
practices in music education, bringing reflections on the importance of the music
teacher's perspective on the act of listening to children and incorporating their knowledge of life. to the pedagogical process. By identifying the everyday elements
that children bring to the classroom and understanding how these aspects influence
their musical learning, it is possible to reflect on the teaching-learning process and,
based on that, conduct it in a more efficient and appropriate way. to the musical
learning of these children. It is also considered that this work can collaborate with the
group involved in the research, in order to support the construction of an educational
process that is increasingly coherent and meaningful. |
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