Made available in DSpace on 2015-04-14T14:13:03Z (GMT). No. of bitstreams: 1 459264.pdf: 6401495 bytes, checksum: b14c57b8a44d7bcf58b33b2e0963705c (MD5) Previous issue date: 2014-03-20 / The goal of this Master s Thesis Degree was to analyze the mathematics perception of High School students by means of Mathematical Modeling Teaching in Music. It was organized in four chapters, named Maps. The first one is identification map, which it was recognized the research, it was presented the justification, the problem, the goals, the volunteers collaborators and the methodological procedures used. The second map, second chapter, it was presented theoretical reflections addressing the relationship of Mathematics topics with Music (theme of pedagogical activity), Mathematical Modeling (research theme), and Perception (subject of analysis) which were bases of pedagogical proposal and data analysis. The third chapter is the field s map, in this part are described the empirical data of this research, which were obtained from the application of didactic proposal with volunteers students who attended High School and participated in workshops of musical instruments in an Institute in Pato Branco (PR). Using a qualitative analysis from a case study, the analysis s map approaches the data obtained in the application of research from theoretical studies on the relationship of Mathematics with Music, Mathematical Modeling and Perception. The results of the research showed that, by means of Mathematical Modeling Teaching, students raised hypotheses, watched, they reflected, interpreted, solved problems and, realized in Music theoretical concepts of Mathematics. / Esta pesquisa de mestrado teve como objetivo analisar a percep??o matem?tica de estudantes do Ensino M?dio por meio da Modela??o Matem?tica na M?sica. Foi estruturada em quatro cap?tulos, denominados Mapas. O primeiro ? o mapa de identifica??o, no qual fez-se o reconhecimento da pesquisa, apresentou-se a justificativa, o problema, os objetivos, os colaboradores volunt?rios e os procedimentos metodol?gicos adotados. No mapa te?rico, segundo cap?tulo, apresentam-se reflex?es te?ricas abordando os temas Rela??o da Matem?tica com a M?sica (tema da atividade pedag?gica), Modelagem Matem?tica na Educa??o (tema da pesquisa), e Percep??o (tema da an?lise), que foram bases da proposta pedag?gica e da an?lise dos dados. O terceiro cap?tulo ? o mapa de campo, nele est?o descritos os dados emp?ricos desta pesquisa, os quais foram obtidos a partir da aplica??o da proposta did?tica com estudantes volunt?rios que cursavam o Ensino M?dio, e participavam de oficinas de instrumentaliza??o em um Instituto da cidade de Pato Branco (PR). Sob an?lise qualitativa realizada a partir de um estudo de caso, o mapa de an?lise aproxima os dados obtidos na aplica??o da pesquisa dos estudos te?ricos sobre a rela??o da Matem?tica com a M?sica, Modelagem Matem?tica na Educa??o e Percep??o. O resultado da pesquisa mostrou que, por meio da Modela??o Matem?tica, os estudantes levantaram hip?teses, observaram, refletiram, interpretaram, solucionaram problemas e, assim, perceberam na M?sica conte?dos te?ricos da Matem?tica.

Made available in DSpace on 2015-04-14T14:23:29Z (GMT). No. of bitstreams: 1 447034.pdf: 1302686 bytes, checksum: 9168bd196bc1ac217e13fa23bdf82489 (MD5) Previous issue date: 2013-01-08 / The main objective of this research was to verify how Music contributes to the Sensitivity Education in Adulthood. It featured the participation of fifty-five elementary and middle school educators, as adults in a constant personal development and maturing process, of the Municipal Educational System of the city of Nova Prata, located in the countryside of the State of Rio Grande do Sul. The qualitative field research featured a workshop divided into three stages: Pre-Workshop, Music Workshop and Post-Workshop. The questions prepared for each moment of the workshop were answered by the educators in a diary, in which each one of them was able to keep their records. The theoretical framework was developed based on the following concepts: non-formal education, sensitivity, music and adult life. Based on the records in the diaries, it was possible to collect data that proved the importance of Music in sensitivity education. The main objective of this research was to verify how Music contributes to the Sensitivity Education in Adulthood. It featured the participation of fifty-five elementary and middle school educators, as adults in a constant personal development and maturing process, of the Municipal Educational System of the city of Nova Prata, located in the countryside of the State of Rio Grande do Sul. The qualitative field research featured a workshop divided into three stages: Pre-Workshop, Music Workshop and Post-Workshop. The questions prepared for each moment of the workshop were answered by the educators in a diary, in which each one of them was able to keep their records. The theoretical framework was developed based on the following concepts: non-formal education, sensitivity, music and adult life. Based on the records in the diaries, it was possible to collect data that proved the importance of Music in sensitivity education / A presente pesquisa teve como objetivo principal verificar como a M?sica contribui para a Educa??o da Sensibilidade na Adultez, participando da pesquisa cinquenta e cinco educadoras do ensino b?sico e fundamental da rede Municipal de Ensino da cidade de Nova Prata, no interior do Estado do Rio Grande do Sul, enquanto pessoas adultas, em processo de forma??o e amadurecimento pessoal constante. A pesquisa de campo, qualitativa, contou com a aplica??o de uma oficina dividida em tr?s etapas: Pr?-oficina, Oficina de M?sica e P?soficina. As quest?es elaboradas para cada momento da Oficina foram respondidas pelas educadoras em um caderno di?rio em que cada uma p?de fazer seus registros. O referencial te?rico foi desenvolvido a partir de conceitos, tais como: educa??o n?o-formal, sensibilidade, M?sica e vida adulta. Atrav?s dos registros dos cadernos foi poss?vel coletar dados que atestam a import?ncia da M?sica na educa??o da sensibilidade. Os dados foram analisados utilizando a t?cnica de An?lise de Conte?do proposta por Bardin (2004), resultando nas seguintes categorias correspondentes, que v?m ao encontro dos objetivos propostos nesta pesquisa: 1- M?sica e desenvolvimento da Afetividade, 2- M?sica e Sensibilidade, 3- M?sica e Pr?ticas Educativas, 4- M?sica e Sentido de Vida, 5- M?sica e Autocuidado, e 6- M?sica e Espiritualidade. Esta pesquisa trata do desenvolvimento da sensibilidade na adultez atrav?s da M?sica, em espa?os e momentos n?o-formais de educa??o, gerando possibilidades de rela??es e encontro consigo mesmo e com as outras pessoas, em especial no meio educativo formal. Atrav?s de can??es, compostas de letras que refletem a dimens?o espiritual, a pesquisa gerou momentos de sensibiliza??o e perspectivas de aplica??o na vida e pr?tica educativa.

Made available in DSpace on 2015-04-14T13:20:35Z (GMT). No. of bitstreams: 1 454050.pdf: 1548522 bytes, checksum: b8a1e56a4556c209274d406ede31db0a (MD5) Previous issue date: 2014-01-09 / This work discusses the possibility of mediation of Raul Seixas' music as pedagogic instrument for the formation in Social Service, because the new profiles assumed by the social issue , according to the Brazilian Association of Education and Research in Social Work (ABEPSS, 1996; 2000) forward the reform of the state reform and changes in the scope of production require new demands of the professional's qualification. The present study intends to contribute through the investigation of alternative teaching practices for the innovation and the development of the critical apprehension of the historical process of the historical process as totality and of the investigation about the historical formation and the contemporary social processes that shape Brazilian society, that are, among so many, the main competences demanded in the social worker's formation. The research proposed to identify and to analyze in the artist's discography, musics that express the content of the social issue, both in their expressions of inequalities, as in regarding to the resistance undertaken by subject to face them. Were also conducted surveys of Social Issue's area productions, which had as its central theme, different artistic expressions as mediation of the work of social care prosissionals. The method used in our analysis is the historical dialectical materialism, based on Marxian Theory, and our research is characterized as mixed, because it articulates quantitative and qualitative data. It was concluded by the need of, in the processes of the professionals' formation, to privilege not only the development of the reason, but also the sensitivity, in so far, as highlighted by Marx, in the Economic and Philosophic Manuscripts, is with the senses that we capture the reality, and in these senses the author also includes the affections and class solidarity. This study was intended to not only give visibility to Raul Seixas' rich musical production and the possibilities of mediation that she holds to be used in the classroom, at the level of higher education, but also equate didactic- pedagogic aspects used in the formation process, in so far, today, the student, as of rest the workers' group, suffer the pressures of surplus, of the capture of his subjectivity and of intense, however veiled, processes of alienation. Uncover these processes and to work to form a whole human being, critical and committed to their historical time, is a great challenge for those who want to contribute to transforming processes. / Este trabalho versa sobre a possibilidade de media??o das m?sicas de Raul Seixas como instrumento pedag?gico para a forma??o em Servi?o Social, pois os novos perfis assumidos pela quest?o social, de acordo com a Associa??o Brasileira de Ensino e Pesquisa em Servi?o Social (ABEPSS, 1996; 2000) frente ? reforma do Estado e ?s mudan?as no ?mbito da produ??o requerem novas demandas de qualifica??o do profissional. Assim, o presente estudo pretende contribuir atrav?s da investiga??o de pr?ticas docentes alternativas para a inova??o e o desenvolvimento da apreens?o cr?tica do processo hist?rico como totalidade e da investiga??o sobre a forma??o hist?rica e os processos sociais contempor?neos que conformam a sociedade brasileira, que s?o, entre tantas, as principais compet?ncias exigidas na forma??o do assistente social. A pesquisa se prop?s a identificar e analisar na discografia do artista m?sicas que expressam o conte?do da quest?o social, tanto em suas express?es de desigualdades como no que tange ?s resist?ncias empreendidas pelos sujeitos para enfrent?-las. Tamb?m foram realizados levantamentos de produ??es na ?rea do Servi?o Social que tinham como tem?tica central diferentes express?es art?sticas como media??o do trabalho do assistente social. O m?todo utilizado em nossa an?lise ? o materialista hist?rico dial?tico, fundamentado na Teoria Marxiana, e nossa pesquisa ? caracterizada como mista, pois articula dados quantitativos e qualitativos. Concluiu-se pela necessidade de, nos processos de forma??o dos profissionais, privilegiar n?o s? o desenvolvimento da raz?o, mas tamb?m da sensibilidade, na medida em que, como bem destaca Marx, nos Manuscritos Econ?micos e Filos?ficos, ? com os sentidos que capturamos a realidade, e nesses sentidos o autor inclui tamb?m os afetos e a solidariedade de classe. Pretendeu-se com este estudo n?o s? dar visibilidade ? rica produ??o discogr?fica de Raul Seixas e ?s possibilidades de media??o que ela encerra para ser utilizada em sala de aula, no n?vel do ensino superior, mas tamb?m equacionar os aspectos did?tico-pedag?gicos utilizados no processo de forma??o, na medida em que, hoje, o aluno, como de resto o conjunto dos trabalhadores, sofre as press?es do sobretrabalho, da captura de sua subjetividade e de intensos, por?m velados, processos de aliena??o. Desocultar esses processos e trabalhar no sentido de formar um ser humano integral, cr?tico e compromissado com o seu tempo hist?rico, ? um grande desafio para quem pretende contribuir com processos transformadores.