Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-16T23:40:57Z No. of bitstreams: 1 AlzenyPereiraNeloDeFarias_DISSERT.pdf: 14634667 bytes, checksum: 5e96735e390990153ba1defa10b0fda3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-24T22:46:32Z (GMT) No. of bitstreams: 1 AlzenyPereiraNeloDeFarias_DISSERT.pdf: 14634667 bytes, checksum: 5e96735e390990153ba1defa10b0fda3 (MD5) / Made available in DSpace on 2016-08-24T22:46:32Z (GMT). No. of bitstreams: 1 AlzenyPereiraNeloDeFarias_DISSERT.pdf: 14634667 bytes, checksum: 5e96735e390990153ba1defa10b0fda3 (MD5) Previous issue date: 2016-03-03 / Este artigo apresenta uma discuss?o sobre o ciclo de can??es Slopiewnie op. 46bis de Karol Szymanowski, um dos mais importantes compositores poloneses do s?culo XX, cuja obra tem sido cada vez mais difundida por grandes nomes da m?sica erudita. O artigo primeiramente introduz um breve resumo biogr?fico, para contextualizar Slopiewnie em rela??o ?s obras do compositor; em seguida, o artigo fornece uma an?lise das cancoes e de seus textos, para servir como ferramenta de estudo para futuros int?rpretes. Sugest?es interpretativas tamb?m sao fornecidas, baseadas tanto na experi?ncia de aprendizagem das can??es como em refer?ncias bibliogr?ficas. / This text presents a discussion about the song cycle Slopiewnie Opus 46 bis of Karol Szymanowski, one of the most important Polish composers of the 20th century. Slopiewnie was composed on texts of Julian Tuwim, poet born in 1894 in ??d?, who used ancient roots to create new words and search for special sonorities. First, this text introduces a brief biographical sketch about Szymanowski, in order to contextualize Slopiewnie in relation to the composer?s works. Afterwards, the text provides an analysis of the songs and their texts, which may serve as a study tool for future perfomers. Interpretative suggestions are offered, based on the experience of learning these songs and on references. The text also presents the phonetic transcription of the poems, as well as a suggested translation to Portuguese, making it easier for Brazilian singers to learn the cycle?s text and prosody.

Made available in DSpace on 2014-12-17T14:20:13Z (GMT). No. of bitstreams: 1 RodrigoVS_DISSERT_Parcial.pdf: 471483 bytes, checksum: 7f52e05cf7a83e90eb41cd67ce5fbea4 (MD5) Previous issue date: 2013-04-29 / As Sociology becomes a mandatory subject in the curricular componentof Brazilian high schools, we find anopportune moment to proposals and changes in the subject and in teaching, in a general aspect. It s noticed the great importance of the role that the create imagination plays in individual s formation (BACHELARD), and it s also seen that Brazilian education system has marginalized imagination to the detriment of a unifocused scientism that sterilizes creativity, playfulness and poetry in its educational process. Nevertheless, a way of thinking redefinitions to the educational horizons of Sociology as a subject and education is upheld. An educational practice that reconnects the prosaic and the poetic, using images/songs as paths/strategies of the teaching-learning process. As for that, the school structure was used where the tutor work was done to undertake experiences that made the use of songs as strategy to facilitate/stimulate the learning of the subject Sociology in high school. From thoughts and results of this experience, plus the bibliographic studies, analysis were made. The goal of this essay is to make use and stimulate the creation of poetic images from the teaching point of view, specially the Sociology subject in high school, rethinking and searching more efficient and playful ways of approaching and building educational methods from images; stimulating the development of the Thinking Reform and the Anthropoetics of the human gender (MORIN); acknowledging that imagination is an indispensable part of our integral formation / Com a obrigatoriedade da Sociologia como componente curricular do Ensino M?dio no Brasil, vivemos um momento oportuno para proposi??es e transforma??es na disciplina e no ensino em geral. Percebe-se a grande import?ncia do papel que a imagina??o criadora tem na forma??o do sujeito (BACHELARD), e observa-se, tamb?m, que a educa??o brasileira vem marginalizando a imagina??o em detrimento de um cientificismo unifocal que esteriliza a criatividade, a ludicidade e a poesia nos nossos processos educacionais. Contudo, destaca-se uma via para pensar redefini??es dos horizontes educacionais da disciplina Sociologia e da educa??o. Uma pr?tica educativa que religue o prosaico e o po?tico, usando imagens/can??es como caminho/estrat?gia do ensino/aprendizagem. Para isso, fez-se uso do espa?o escolar no qual se exerceu o of?cio de docente, para empreender experi?ncias que possibilitassem o uso de can??es como estrat?gia para facilitar/estimular a aprendizagem da disciplina Sociologia no Ensino M?dio. A partir das reflex?es e resultados dessas experi?ncias, somadas aos estudos bibliogr?ficos, realizou-se an?lises. Objetiva-se, nesta disserta??o, fazer uso e estimular a cria??o de imagens po?ticas suscitadas por can??es brasileiras, e aprofundar a perspectiva do uso das imagens sob o vi?s do ensino, especialmente da disciplina Sociologia no Ensino M?dio, repensando e buscando formas mais eficazes e/ou mais l?dicas de abordagem e constru??o de m?todos educativos a partir de imagens; estimulando ao desenvolvimento da Reforma do Pensamento e da Antropo?tica do g?nero humano (MORIN); e reconhecendo que a imagina??o ? parte imprescind?vel na nossa forma??o integral / 2020-01-01