Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-11T20:22:07Z No. of bitstreams: 1 JacoSilvaFreire_DISSERT.pdf: 1558930 bytes, checksum: f0d868b15fdba587a709e44944b547ca (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-19T21:11:25Z (GMT) No. of bitstreams: 1 JacoSilvaFreire_DISSERT.pdf: 1558930 bytes, checksum: f0d868b15fdba587a709e44944b547ca (MD5) / Made available in DSpace on 2016-05-19T21:11:25Z (GMT). No. of bitstreams: 1 JacoSilvaFreire_DISSERT.pdf: 1558930 bytes, checksum: f0d868b15fdba587a709e44944b547ca (MD5) Previous issue date: 2015-03-27 / O ensino do instrumento no Brasil tem sido mais amplamente estudado pela educa??o musical nos ?ltimos anos, constituindo um campo significativo de investiga??o cient?fica. Este trabalho se at?m a an?lise de uma realidade do ensino de instrumento, considerando de maneira mais espec?fica o ensino de viol?o. De maneira pontual, aborda a realidade do ensino de viol?o da Universidade Federal do Rio Grande do Norte (UFRN), considerando cursos espec?ficos do instrumento nesta institui??o. Assim, o presente trabalho foi pautado pelo objetivo de compreender as concep??es, conte?dos e perspectivas did?ticas e metodol?gicas que constituem o ensino e aprendizagem de viol?o na UFRN. Para alcan?ar este objetivo principal, buscou-se verificar, em linhas gerais: 1) as perspectivas te?ricas, metodol?gicas e de conte?dos que embasam forma??o em viol?o nos cursos de m?sica da UFRN; 2) as fun??es e objetivos das disciplinas de viol?o nos Cursos; 3) o perfil dos professores das disciplinas de viol?o; 4) as demandas dos sujeitos diretamente envolvidos nessas propostas de ensino musical; e, 5) as concep??es acerca das pr?ticas de forma??o e das metodologias de ensino que caracterizam a a??o docente. Em conson?ncia com os objetivos, o norteamento metodol?gico se pautou pelo paradigma qualitativo. Assim, os procedimentos de coleta de dados envolvidos foram: pesquisa bibliogr?fica e documental e realiza??o de entrevistas com tr?s professores que ministraram disciplinas de viol?o durante o semestre de 2014.1 nos cursos mencionados. Posteriormente, esses dados foram sistematicamente organizados e analisados em sintonia com as caracter?sticas da pesquisa aqui apresentada. Portanto, os resultados desta pesquisa evidenciaram as concep??es, conte?dos e perspectivas did?ticas e metodol?gicas no contexto de ensino e aprendizagem de viol?o no campo emp?rico estudado. Neste contexto, pudemos perceber uma rela??o existente entre as demandas de ensino e aprendizagem de instrumento no campo estudado e as evidenciadas na literatura pesquisada. Deste modo, foram percebidos, analisados e demonstrados quais as perspectivas para o ensino de instrumento na contemporaneidade, com especial aten??o para o ensino de viol?o. Assim, este estudo traz relevante contribui??o para a educa??o musical, sobretudo, atrav?s de suas reflex?es sobre a pedagogia do viol?o. / The instrumental teaching in Brazil has been more widely studied by music education in the last years, becoming a significative scientific investigation field. This work is focusing on analysis of the instrument teaching reality, considering more specifically the guitar teaching. In a timely manner, approaches the reality of the guitar teaching from the Universidade Federal do Rio Grande do Norte (Federal University of Rio Grande do Norte ? UFRN), considering specific instrument courses in this institution. Thus, the present work was guided by the aim of understanding conceptions, contents and didactic and methodological perspectives that constitute the teaching and learning of the guitar at UFRN. To reach this main aim, we sought to verify, in general: 1) the theoretical, methodological and content perspectives that underlie guitar formation in the music courses of the UFRN; 2) the functions and the aims of the guitar disciplines in the Courses; 3) the profile of the guitar disciplines' professors; 4) the demands of the subjects directly involved in these proposals of musical education; and, 5) the conceptions about formation practices and teaching methodologies that characterize the docent action. In accordance with the aims, the methodological guidance was based on the qualitative paradigm. Thus, data collection procedures involved were: bibliographical and documentary research and interviews with three professors who taught in guitar disciplines during the semester of 2014.1 on the mentioned courses. Then, these data were systematically organized and analyzed in line with the research characteristics presented here. The results of the research evidenced the concepts, contents and didactic and methodological perspectives in the context of teaching and learning guitar in the studied empirical field. In this context, we perceive a relation between the demands of teaching and learning tool in the study field and the ones evidenced in the literature. The results demonstrated that the professors? professional tragetory is associated with their influences from the initial musical formation and their guitar learning since they related conceptions that reflected aspects formation, sometimes converging sometimes divergente. The contentes, methodologies and general aspects are made based on parameters that demonstrate alignment with the perspectives of guitar teaching and learning in the contemporary world to the instrumental player formation. Thus, the study gave a broader diagnosis about the guitar teaching reality, demonstrating the diferences and the singularities between the Technical Course and the Course of Bachelor in Music at UFRN. Thereby, this study provides importante contribution to music education, mainly, through its reflections about the guitar pedagogy.