Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. VIta. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 389-401).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 149-159). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 149-159). Also available on the Internet.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-09T10:57:23Z No. of bitstreams: 1 Selma Rodrigues de Souza.pdf: 1014627 bytes, checksum: e9dc95daae06504f632dcfa17c0e38de (MD5) / Made available in DSpace on 2016-11-09T10:57:23Z (GMT). No. of bitstreams: 1 Selma Rodrigues de Souza.pdf: 1014627 bytes, checksum: e9dc95daae06504f632dcfa17c0e38de (MD5) Previous issue date: 2016-09-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is included in the training for basic education teachers and focuses on an alternative training model that is being developed in initial training courses for teachers in a private IES institution in São Paulo. It was established as an objective to investigate this model seeking to answer the following questions: which elements are presented as differentiated and innovative? What aspects of training reach and by what means? As a methodological approach for this study, I chose the qualitative approach exploratory and the case study method. To collect the information was used two procedures: characterization questionnaire and semi-structured interview. The subjects were three graduation professors of Mathematics and Letters and a manager, which work in the institution. Authors such as André (date at all), Barreto , Carbonell, Gatti, Keller- Franco, Masetto, Moran, Nóvoa and Thurler gave conceptual theoretical support to this research, contributing with their ideas about graduation courses, teacher training and innovations in education. The data analysis indicated the procedural character of innovation that characterizes the educational proposal studied. The experimentation of new practices and new methodologies recurs in the activity of teachers. The sharing of experiences among peers and discussions in groups, subsidize and support teachers in the structuring of new practices. The new methodologies and technologies have been used due to the new student profile and teacher and new teaching and learning relations. It was also found that the culture of innovation is fed back in the institution as new practices are shared among teachers in discussion groups and systematized meetings / A presente pesquisa está inserida no âmbito da formação de professores para a educação básica e tem como foco um modelo formativo alternativo, que vem sendo desenvolvido nos cursos de formação inicial de professores em uma IES privada de São Paulo. Foi estabelecido como objetivo investigar esse modelo procurando responder às seguintes questões: que elementos se apresentam como diferenciados e inovadores? Que aspectos de formação atingem e por quais meios? Como caminho metodológico para este estudo, optei pela abordagem qualitativa de caráter exploratório, na modalidade estudo de caso. Para a coleta das informações foram utilizados dois procedimentos: questionário de caracterização e entrevista semiestruturada. Os sujeitos participantes foram três professores das licenciaturas em Matemática e em Letras e um gestor, atuantes na instituição. Autores como: André, Barreto, Carbonell, Gatti, Keller-Franco, Masetto, Moran, Nóvoa e Thurler deram suporte teórico conceitual a esta pesquisa, contribuindo com suas ideias sobre cursos de licenciatura, formação de professores e inovações em educação. A análise dos dados apontou o caráter processual da inovação que caracteriza a proposta educacional estudada. A experimentação de novas práticas e de novas metodologias é recorrente na atividade dos professores. O compartilhamento de experiências entre os pares e as discussões nos grupos, subsidiam e apoiam os professores na estruturação de novas práticas. As novas metodologias e tecnologias vêm sendo utilizadas em função do novo perfil de aluno e professor e das novas relações de ensino aprendizagem. Verificou-se ainda que a cultura de inovação é retroalimentada na Instituição à medida que novas práticas são compartilhadas entre os professores em grupos de discussão e reuniões sistematizadas

This diploma thesis deals with a children's musical creativity development at primary school with the Step-by-step program. The thesis introduces an overview of the current topics in alternative education, reveals main ideas of the Step by step program and describes a creativity in general with focus on the area of musical creativity and its development. The main goal of this thesis was to analyze usage of activities stimulating musical creativity development in normal classes at primary school and compare the results with the classes where the Step by step program is in use.