Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-01T19:33:09Z No. of bitstreams: 1 AndersonnHenriqueSimoesDeAraujo_DISSERT.pdf: 1873089 bytes, checksum: 5f6493521069afa1f4890c7c60a46e2f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-06T23:31:54Z (GMT) No. of bitstreams: 1 AndersonnHenriqueSimoesDeAraujo_DISSERT.pdf: 1873089 bytes, checksum: 5f6493521069afa1f4890c7c60a46e2f (MD5) / Made available in DSpace on 2016-04-06T23:31:54Z (GMT). No. of bitstreams: 1 AndersonnHenriqueSimoesDeAraujo_DISSERT.pdf: 1873089 bytes, checksum: 5f6493521069afa1f4890c7c60a46e2f (MD5) Previous issue date: 2015-02-20 / Com o tema ensino de m?sica em projetos sociais governamentais, este trabalho discute as concep??es do ensino de m?sica que permeiam as pr?ticas educativo-musicais presentes no Servi?o de Conviv?ncia e Fortalecimento de V?nculos, do Complexo Dom Bosco, em NatalRN. Objetiva-se refletir sobre as concep??es do ensino de m?sica e as rela??es entre as trocas de conhecimentos musicais e a cultura. Para isso, problematizam-se as concep??es de ensino e aprendizado de m?sica nos projetos sociais governamentais atrav?s de pesquisa de referenciais te?ricos e da investiga??o em campo. Ap?s essa etapa, estudam-se os aspectos culturais que participam do cotidiano das institui??es que influenciam no aprender m?sica no Servi?o de Conviv?ncia e Fortalecimento de V?nculos, e como tais aspectos se fazem presentes na constitui??o dos paradigmas que envolvem o ensino de m?sica. Para isso, foi empregada a abordagem qualitativa e o estudo de caso como tipo de pesquisa. Como ferramenta de capta??o de dados utilizou-se o registro etnogr?fico, fotogr?fico, realiza??o de entrevistas com a Facilitadora de m?sica e com os usu?rios do servi?o, grava??es de ?udio e v?deo de situa??es de aprendizagem musical. Para o aporte te?rico, buscaram-se autores que estudam a complexidade, cultura e ensino de m?sica em projetos socioassistenciais. Por fim, conclui-se que a aprendizagem musical, dentro do SCFV, ? envolto em concep??es culturais que se remetem ao espa?o do Orat?rio Dom Bosco e ao mesmo tempo a pol?tica p?blica socioassistencial. Sendo por vezes conflitantes, as concep??es como disciplina, protagonismo e combate ? exclus?o social se remetem ao holograma cultural dial?gico das institui??es envolvidas no processo educativo. / This present research focus at the teaching of music in social programs, it discuss about the teaching concepts that permeates the educational-musical practice presents in Servi?o de Conviv?ncia e Fortalecimento de V?nculos (SCFV), of Complexo Dom Bosco, in Natal-RN. The Objective is to reflect upon the music teaching concepts and the relations between musical knowledge and culture. For this, it was problematized the concepts of music teaching and learning in governmental social projects through theoretical and empirical research. After this step, it was studied the cultural aspects involving the routine in the institutions the influenced the music learning at Servi?o de Conviv?ncia e Fortalecimento de V?nculos, furthermore, and how these aspects are present in the constitution of the paradigms that involve music teaching. For this, it was used a qualitative approach and a case study as type of research. As data capture tool it was used the ethnographic write, photography, interviews as a Facilitator of music with the students of the program, and video recordings of musical learning situations. Theoretical support it was used authors who study the complexity, culture and music teaching in social projects. Finally, the conclusion is that musical learning, in the SCFV context, is involved of cultural conceptions steeped to the Orat?rio Dom Bosco space and the same time the Brazilian Social Assistance Policy. Sometimes these concepts are contradictory: discipline, leadership and combat social exclusion refer to dialogical cultural hologram of the institutions involved in the music education process.