Orientador: Marisa Trench de Oliveira Fonterrada / Banca: Dorotéa Machado Kerr / Banca: Marisa Irene Siqueira Castanho / Resumo: A presente pesquisa pretende demonstrar o papel da educação musical dentro do contexto interdisciplinar da Escola para portadores de necessidades especiais, onde a problemática na questão de heterogeneidade dos alunos é constante. Este contexto coloca a educação musical como ferramenta interdisciplinar para a melhoria da qualidade de vida destes indivíduos, que implica mudança de atitude por parte do educador musical e reflexão sobre os conteúdos ministrados. A justificativa do trabalho apóia-se no novo papel da educação musical dentro da escola, pois ao ser inserida como disciplina na equipe, propõem um novo contato com os alunos, professores e equipe técnica, ressaltando problemas essenciais, e também metodologias para a aplicação da educação musical com o objetivo de inclusão social. A metodologia utilizada na pesquisa se fundamenta na antropopedagogia e na pesquisa-ação, ambas adotadas segundo as definições de André Morin, que, de forma qualitativa, apresenta como estratégias de ação, o registro reflexivo e a observação, formando uma triangulação com a interdisciplinaridade. A fundamentação teórica apóia-se em dois autores responsáveis pelo pioneirismo do estudo da interdisciplinaridade no Brasil, Hilton Japiassú e Ivani Fazenda, que traçam um paralelo entre os conceitos e os projetos disciplinares, buscando direcionar o olhar para a realização de projetos efetivamente de cunho interdisciplinar. Como conclusão a pesquisa mostra a importância da formação de grupos interdisciplinares no corpo das escolas que pretendem promover atendimento a alunos com necessidades especiais, como forma de melhorar e reduzir os efeitos no processo de inclusão para professores, alunos e demais profissionais, envolvidos, bem como, família e comunidade próxima. / Abstract: The following research intends to demonstrate musical education importance in the interdiciplinary context of the special necessity porters, where the problem of students' heterogeneousness is constant. This context points musical education as an interdisciplinary tool the life quality improvement of this people, what implies not only change of attitude on the part of the musical educator but also reflection on the given contents. The justification of this work has its support in the new role of the musical education at school, because as it is added as a discipline in the team, it considers a new contact with pupils, professors and the technique team, standing out essential problems, and also methodologies for the application of musical education, with the focus on social inclusion. The methodology used in the research bases itself on the antropopedagogy and on the action-research, both adopted according to Andres Morin definitions, who, qualitatively, presents the reflective register and the observation as action strategies forming a triangle with interdisciplinarity. The theoretical recital support is the job of the two beginners of interdisciplinary study in Brazil, Hilton Japiassú and Ivani Farm, who trace a parallel between the discipline concepts and projects , and focus on the accomplishment of effectively interdisciplinary jobs. As a conclusion, the research shows the importance of the formation of interdisciplinary groups at schools with intend to promote support to students with special necessities, as a form of improvement and reduce of the effects on the inclusion process for teachers, students and other professionals involved, as also the families and close communities. / Mestre

Made available in DSpace on 2014-06-11T19:27:27Z (GMT). No. of bitstreams: 0 Previous issue date: 2008Bitstream added on 2014-06-13T18:56:15Z : No. of bitstreams: 1 gentile_fr_me_ia.pdf: 716008 bytes, checksum: 3e0ab64bfe9464b87cc935296a162e49 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa pretende demonstrar o papel da educação musical dentro do contexto interdisciplinar da Escola para portadores de necessidades especiais, onde a problemática na questão de heterogeneidade dos alunos é constante. Este contexto coloca a educação musical como ferramenta interdisciplinar para a melhoria da qualidade de vida destes indivíduos, que implica mudança de atitude por parte do educador musical e reflexão sobre os conteúdos ministrados. A justificativa do trabalho apóia-se no novo papel da educação musical dentro da escola, pois ao ser inserida como disciplina na equipe, propõem um novo contato com os alunos, professores e equipe técnica, ressaltando problemas essenciais, e também metodologias para a aplicação da educação musical com o objetivo de inclusão social. A metodologia utilizada na pesquisa se fundamenta na antropopedagogia e na pesquisa-ação, ambas adotadas segundo as definições de André Morin, que, de forma qualitativa, apresenta como estratégias de ação, o registro reflexivo e a observação, formando uma triangulação com a interdisciplinaridade. A fundamentação teórica apóia-se em dois autores responsáveis pelo pioneirismo do estudo da interdisciplinaridade no Brasil, Hilton Japiassú e Ivani Fazenda, que traçam um paralelo entre os conceitos e os projetos disciplinares, buscando direcionar o olhar para a realização de projetos efetivamente de cunho interdisciplinar. Como conclusão a pesquisa mostra a importância da formação de grupos interdisciplinares no corpo das escolas que pretendem promover atendimento a alunos com necessidades especiais, como forma de melhorar e reduzir os efeitos no processo de inclusão para professores, alunos e demais profissionais, envolvidos, bem como, família e comunidade próxima. / The following research intends to demonstrate musical education importance in the interdiciplinary context of the special necessity porters, where the problem of students' heterogeneousness is constant. This context points musical education as an interdisciplinary tool the life quality improvement of this people, what implies not only change of attitude on the part of the musical educator but also reflection on the given contents. The justification of this work has its support in the new role of the musical education at school, because as it is added as a discipline in the team, it considers a new contact with pupils, professors and the technique team, standing out essential problems, and also methodologies for the application of musical education, with the focus on social inclusion. The methodology used in the research bases itself on the antropopedagogy and on the action-research, both adopted according to Andres Morin definitions, who, qualitatively, presents the reflective register and the observation as action strategies forming a triangle with interdisciplinarity. The theoretical recital support is the job of the two beginners of interdisciplinary study in Brazil, Hilton Japiassú and Ivani Farm, who trace a parallel between the discipline concepts and projects , and focus on the accomplishment of effectively interdisciplinary jobs. As a conclusion, the research shows the importance of the formation of interdisciplinary groups at schools with intend to promote support to students with special necessities, as a form of improvement and reduce of the effects on the inclusion process for teachers, students and other professionals involved, as also the families and close communities.

La présente thèse vise à défendre la valeur esthétique du temps inscrit dans l’architecture. Elle considère le temps à travers la notion d’événement qu’elle met à l’épreuve sur un objet : le village de Viens dans le Vaucluse. L’événement du temps inscrivant partout des inégalités et des différences, l’analyse systématique de l’architecture permet de construire une grammaire plastique du temps. Cette grammaire se caractérise par l’hétérogénéité des matériaux, des actions et des usages qui participent chacun à leur manière et dans leurs interactions à la temporalisation de l’architecture. Le temps architectural se dialectise selon deux lignes complémentaires, celle de la rencontre d’une part, celle de l’entropie et du désordre de l’autre. Si les inégalités produites par le temps se manifestent dans des singularités irréductibles les unes aux autres, les conditions d’existence du bâti créent une expérience commune dont l’architecture témoigne par une résolution harmonieuse des tensions que le temps engendre. La question grammaticale se double d’une question d’ordre déontologique. Il s’agit alors de se demander comment on produit le présent et ce qu’on fait du passé architectural. Le temps architectural étant foncièrement hétérogène, rapports de temporalités distinctes, la question déontologique du temps consacre le présent comme temps de référence. Dans ce présent hétérogène la photographie joue un rôle crucial : en éternisant le temps dans la prise de vue et en créant des rapports nouveaux par la juxtaposition de ses images. La photographie, et après elle les différents supports de mémorisation et de communication, inventent un temps nouveau qui ne se lit plus sous la forme d’une histoire linéaire mais sous la forme de cohabitations continues de temporalités. / This thesis supports the view of an aesthetic value of time as inscribed in architecture. It considers time under the notion of event, as implemented in a case study : the village of Viens in Vaucluse. Since the specificity of time is to inscribe differences and inequalities everywhere, a systematic analysis of architecture should build a visual time grammar. The latter is characterized by the heterogeneity of materials, actions, and uses which, each in its own way and interactions, participate to the temporalisation of architecture. Architectural time consists in two dialectical and complementary lines : that of the encounter on one hand, and that of entropy and disorder on the other hand. Even if the differences produced by time manifest themselves in irreducible singularities, the living conditions of built architecture makes possible an experience where tensions created over time are harmoniously resolved.A deontological issue adds up to the grammatical one : how does one include architectural past into present propositions? Architectural time being radically heterogeneous, made from distinct temporalities, the deontological issue of time institutes the present time as reference. In such an heterogeneous times pattern, photography has a key role by fixing eternity in a single shot and creating new relationships through the juxtaposition of pictures. Photography, and later on the new memorisation and communication media, invent a new type of time which doesn’t read in the form of a linear narrative any more, but of continuous cohabitations of temporalities.