Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-04T22:03:15Z No. of bitstreams: 1 AnaLuciaCarneiroDeOliveira_DISSERT.pdf: 4425502 bytes, checksum: ac3d3bd904a4902d275205e16cbe2f7c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-11T20:21:12Z (GMT) No. of bitstreams: 1 AnaLuciaCarneiroDeOliveira_DISSERT.pdf: 4425502 bytes, checksum: ac3d3bd904a4902d275205e16cbe2f7c (MD5) / Made available in DSpace on 2017-12-11T20:21:12Z (GMT). No. of bitstreams: 1 AnaLuciaCarneiroDeOliveira_DISSERT.pdf: 4425502 bytes, checksum: ac3d3bd904a4902d275205e16cbe2f7c (MD5) Previous issue date: 2017-06-20 / Esta Pesquisa teve como objetivo sistematizar conte?dos aplic?veis para a forma??o docente na ?rea da Reg?ncia Coral Infantil em um Projeto de Extens?o Universit?ria envolvendo alunos do Curso de Licenciatura em M?sica da UFRN. Nesse contexto, 11 participantes integraram o Estudo: uma regente - pesquisadora, mestranda; uma regente auxiliar e pianista, aluna do Curso de P?s - Gradua??o em M?sica; 7 licenciandos em M?sica; uma pianista - aluna do Bacharelado em M?sica; uma preparadora vocal ? aluna do Curso T?cnico em M?sica / Canto. A Pesquisa considerou tamb?m as atividades desenvolvidas pela pesquisadora nas disciplinas Atividades Orientadas II - Metodologia do Ensino da Voz - e M?sica Coral, no Curso de Licenciatura em M?sica da UFRN, durante o semestre letivo de 2015.2 bem como experi?ncias no Projeto de Extens?o Coral Infantil da UFRN, no semestre letivo de 2016.1. Para tanto, o trabalho est? fundamentado em autores como Figueiredo (1990), Schimiti (2003), Zander (2008), Fonterrada (2008), Grings (2011), Dias (2011), Loureiro (2012), Esperidi?o (2012), Gois (2015), Gaborim - Moreira (2015). Como procedimento metodol?gico, foi realizada uma pesquisa - a??o (TRIPP, 2005), estruturada em 4 fases: planejamento, a??o, monitoramento e avalia??o. Por meio desse procedimento, foi poss?vel elaborar e desenvolver atividades pedag?gicas e musicais para o ensino de Reg?ncia Coral Infantil que est?o relatadas por meio de descri??o do di?rio de campo, registros de imagens fotogr?ficas, observa??es e depoimentos de alunos da Licenciatura, coletados atrav?s de um question?rio semiestruturado. Estes depoimentos apoiam que as atividades realizadas no Projeto de Extens?o do Coral Infantil da UFRN foram muito significativas para os licenciandos e contribu?ram para o desenvolvimento de suas habilidades e compet?ncias como regentes. Diante dos resultados obtidos, acreditamos que esta Pesquisa contribui para a amplia??o das discuss?es sobre a Reg?ncia Coral Infantil na forma??o docente em M?sica. / This research aimed to systematize applicable contents for teacher training in the area of children?s choral conducting in a university extension project involving students of the Undergraduate Music Course of UFRN. In this context, 11 participants integrated the study: a regent-researcher, master's degree; a assistant conductor and pianist, a postgraduate student in music; 7 graduates in music; a pianist ? student bachelor in music; a vocal coach - technical / music singing student. The research also considered the activities developed by the researcher in the disciplines Oriented Activities II - Voice Teaching Methodology - and Choral Music, in the Music Licensing Course of UFRN, during the academic semester of 2015.2 as well as experiences in the UFRN Children's Coral Extension Project, in the academic semester of 2016.1. To do so, the work is based on authors such as Figueiredo (1990), Schimiti (2003), Zander (2008), Fonterrada (2008), Grings (2011), Dias (2011), Loureiro (2012), Esperidi?o (2012), Gois (2015) and Gaborim - Moreira (2015). As a methodological procedure, we carried out an action research (TRIPP, 2005), structured in 4 phases: planning, action, monitoring and evaluation. Through this procedure, it was possible to elaborate and develop pedagogical and musical activities for the teaching of children's choral conducting, reported by diary description, photographic image records, observations and testimonials of undergraduate students collected through a semi-structured questionnaire. These testimonials support that the activities carried out in the UFRN Children's Coral Extension Project were very significant for the graduates and contributed to the development of their skills and competences as conductors. In light of the results obtained, we believe that this research contributes to broaden the discussions about teacher training in children?s choral conduction.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-26T21:11:19Z No. of bitstreams: 1 CatarinaAracellePortoDoNascimento_DISSERT.pdf: 3117959 bytes, checksum: 18f3c0ac2fd617f32cedfc4616681ffb (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-29T22:47:06Z (GMT) No. of bitstreams: 1 CatarinaAracellePortoDoNascimento_DISSERT.pdf: 3117959 bytes, checksum: 18f3c0ac2fd617f32cedfc4616681ffb (MD5) / Made available in DSpace on 2016-04-29T22:47:06Z (GMT). No. of bitstreams: 1 CatarinaAracellePortoDoNascimento_DISSERT.pdf: 3117959 bytes, checksum: 18f3c0ac2fd617f32cedfc4616681ffb (MD5) Previous issue date: 2015-05-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A Educa??o Musical no Brasil tem ganhado seu espa?o no cen?rio educacional brasileiro, fazendo com que se repense a forma??o inicial do educador musical na contemporaneidade. Partindo deste entendimento, este trabalho tem como objetivo geral analisar a articula??o de saberes docentes que o subprojeto de m?sica do PIBID/UFRN proporciona no processo formativo docente dos bolsistas participantes. Para tal feito, determinamos trilhar os seguintes caminhos: investigar quais s?o os principais saberes que constituem a forma??o do educador musical; identificar a(s) natureza(s) (epistemol?gicos, filos?ficos, sociais, afetivos, pedag?gicos etc.) desses saberes na forma??o docente em m?sica; verificar como os saberes docentes s?o adquiridos na forma??o inicial em m?sica e pesquisar as articula??es entre os saberes docentes e a contribui??o do PIBID M?sica/UFRN nesse processo. A metodologia aplicada ? de abordagem prioritamente qualitativa atrav?s do m?todo do estudo de caso, no qual foram desenvolvidas duas etapas. A primeira fase caracterizou-se pela identifica??o do perfil dos bolsistas investigados e pelos saberes docentes constituintes do processo formativo do educador musical e suas naturezas, bem como a(s) maneira(s) pela qual (is) esses saberes s?o adquiridos na forma??o inicial do licenciando em m?sica. A segunda fase foi analisar como ocorre a articula??o desses saberes docentes a partir da perspectiva do PIBID. O referencial te?rico que embasa essa pesquisa ? TARDIF (2013), complementados por autores da Educa??o Musical (Bellochio, 2003a, 2003b; Queiroz, 2014; Del Ben, 2003) e da Educa??o (N?voa, 1995a, 1995b, 2009; Gauthier et al., 1998; Pimenta, 1999), entre outros. A coleta de dados na primeira fase se deu por entrevistas semiestruturadas, onde atrav?s da an?lise de conte?do (BARDIN, 2011) e do referencial te?rico adotado pode-se identificar os saberes docentes que norteiam a forma??o inicial do educador musical na contemporaneidade e a rela??o que o PIBID M?sica/UFRN constr?i com esses saberes. Como resultados alcan?ados com esta pesquisa, apresento o PIBID como um instrumento potencializador na forma??o de professores a partir de seu crescimento e fortalecimento em todo o Brasil. No prisma do subprojeto de m?sica do PIBID/UFRN, ? poss?vel afirmar o PIBID como um articulador na constru??o e reconstru??o dos saberes docentes na forma??o inicial docente em m?sica. Portanto, espera-se que com este trabalho a forma??o docente em M?sica possa oportunizar a articula??o dos saberes docentes no contexto real da sala de aula, consolidando, assim, o espa?o da m?sica e do educador musical na escola regular, bem como contribua de forma significativa para o fortalecimento do PIBID M?sica da UFRN. / Music Education in Brazil has gained its place on the Brazilian educational scene, causing a rethinking of the contemporary music educator?s initial training. Based on this understanding, the main objective of this work is to analyze the articulation of teaching knowledge that the music subproject PIBID / UFRN provides the participating fellows in the teacher training process. To this end, the subsequent paths were followed: an investigation of what is the main knowledge that constitutes the formation of the music educator; an identification of the nature(s) (epistemological, philosophical, social, emotional, educational, etc.) of this knowledge in music teacher training; observation of how teachers acquire knowledge in initial music training; and the researching of the interrelationship between teaching knowledge and the contribution of PIBID Music / UFRN in this process. The methodology used is a priority qualitative approach through the case study method, developed in two steps. The first phase characterized the profile identification of the scholarship students investigated, the teaching knowledge provided throughout and the nature of the music educator?s formation process, as well as the way(s) in which the educator acquires this knowledge in initial music training. The second phase analyzed how the articulation of this teaching knowledge occurs, from the perspective of PIBID. The theoretical framework that supports this research is Tardif (2013), complemented by authors of Musical Education (Bellochio, 2003a, 2003b; Queiroz, 2014; Del Ben, 2003) and Education (N?voa, 1995a, 1995b, 2009; Gauthier et al. 1998; Pimenta, 1999), among others. Data collection in the first phase occurred through semi-structured interviews, where with content analysis (Bardin, 2011) and the theoretical framework adopted, the teacher knowledge that guides the initial formation of the contemporary music educator can be identified, as well as the relationship that the PIBID Music / UFRN builds with this knowledge. The results achieved with this research allow us to present the PIBID as a developmental tool in the education of teachers, from their growth and strengthening throughout Brazil. The prism of the PIBID music subproject / UFRN, the PIBID is an articulator in the construction and reconstruction of teaching knowledge in initial music teacher training. Therefore, it is hoped that with this work, music teacher training can create opportunities for articulation of teaching knowledge in the real context of the classroom, thus consolidating, the space of music and the music educator in regular schools, as well as contributing significantly to the strengthening of the PIBID Music UFRN.