Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-04T00:24:31Z No. of bitstreams: 1 LucasFerreiraPiccoli_DISSERT.pdf: 560519 bytes, checksum: b01c59a0549963ddb0e82b8d97451b78 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-12T20:46:45Z (GMT) No. of bitstreams: 1 LucasFerreiraPiccoli_DISSERT.pdf: 560519 bytes, checksum: b01c59a0549963ddb0e82b8d97451b78 (MD5) / Made available in DSpace on 2017-04-12T20:46:45Z (GMT). No. of bitstreams: 1 LucasFerreiraPiccoli_DISSERT.pdf: 560519 bytes, checksum: b01c59a0549963ddb0e82b8d97451b78 (MD5) Previous issue date: 2016-12-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O presente trabalho investiga a pr?tica individual enquanto contexto tradicional de aprendizagem da m?sica de concerto, buscando compreender sobretudo as possibilidades de engajamento pessoal dos indiv?duos nos seus pr?prios processos de desenvolvimento. O percurso investigativo iniciou-se por meio de uma pesquisa explorat?ria sobre o tema, intensificada no estudo cr?tico dos conceitos de ensino conservatorial, pr?tica deliberada e autorregula??o da aprendizagem, e com base em autores como Ericsson, Krampe e Tesch- Romer (1993), Bandura (1989; 1999; 2012) e Zimmerman (1989; 2002). Em sequ?ncia, passou-se ? realiza??o de um estudo de caso com os alunos violonistas do curso de Bacharelado em M?sica da UFRN, que culminou em uma an?lise dos h?bitos de pr?tica dos discentes ? luz da literatura. Tendo em vista o car?ter te?rico-pr?tico da presente pesquisa, e de modo a sistematizar as intera??es promovidas entre as diferentes dimens?es investigativas utilizadas no percurso, empreendeu-se tamb?m um prot?tipo de modelo de engajamento pessoal na pr?tica individual, o Protomodelo. Enquanto resultados da pesquisa, figuram as an?lises acerca das din?micas de aprendizagem dos alunos investigados, sobretudo quanto ? presen?a de comportamentos relativos aos conceitos abordados, e a conclus?o de que o engajamento pessoal dos indiv?duos na aprendizagem pode atuar de forma positiva frente as debilidades do modelo conservatorial. / This work investigates musical learning in the context of individual practice session, and seeks to elucidate the possibilities of personal engagement by students in their own development processes. The present research started through an exploratory research about the topic, that was intensified in a critical study of conservatory system, deliberate practice and self-regulation of learning concepts, and based on the works of Ericsson, Krampe e Tesch-Romer (1993), Bandura (1989; 1999; 2012) and Zimmerman (1989; 2002). In sequence, it was performed a case study with undergraduate guitar students of UFRN university, that culminated in an analysis of students' practice habits. Since this research has a theoretical and practical approach, the way chosen to illustrate this interaction was the construction of a personal engagement in the individual practice prototype model: the Protomodelo. As results of this research, figures the analysis of students' learning habits, mostly of the behaviors related with studied concepts, as well as the conclusion that personal engagement in musical learning can act in a positive way to minimize some debilities of conservatory system.