Made available in DSpace on 2016-04-27T16:57:15Z (GMT). No. of bitstreams: 1 Gilberto Januario.pdf: 1109303 bytes, checksum: fd0a4b0af5e0839ea78aad15cc9f952e (MD5) Previous issue date: 2012-04-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Our study investigates Mathematics Curriculum prescribed for Youth and Adult Education. We selected the Proposed Curriculum for the EJA, second segment of the Elementary School, as an example of curriculum prescribed by electing Volume I (Introduction) and Volume 3 (Mathematics) to answer the questions: What characteristics are presented in the Proposed Curriculum for the Education of Young and Adults that allow the approach of the formal culture of the informal culture of mathematics? What characteristics enculturators this curriculum? What criteria have on the organization of content? What options have the choice of contexts? We develop a qualitative research approach, type documentary analysis. The theoretical framework of this study refers to authors such as Pacheco and Sacristán the resumption of episodes, appearance, development and multiplicity of meanings attributed to the term curriculum; also work on the mathematics curriculum, the cultural perspective of mathematics and curriculum enculturator, with reference to theoretical Bishop and D Ambrosio; and studies Pires and Skovsmose about the curriculum and criteria for the choice of the contexts of mathematics learning environments. Analysis of the Proposed Curriculum for the EJA, guided by categories that emerged from theoretical frameworks, there are explicit recommendations for and potentially promoting the alignment of formal culture of informal culture of mathematics, through suggestions and guidelines such as those that consider the knowledge acquired from social relations of youth and adults as a starting point for learning, that content is proposed to promote a network of relations and knowledge of other areas, enabling a plurality of meanings of the concepts and activities, which emphasize to work with projects and investigations for the student to solve the mathematical ideas; the contents emphasize different applications of mathematics and to prepare the student to build increasingly complex ideas, from simple situations, the learning environments are designed in paradigms and research exercises, there is balance between the environment, and between exercises and research and are used different coping strategies, and encouraging young adults to clarify, by means of different records, such as mobilizing their knowledge and with the teacher asmediates the action of learning / Nosso estudo investiga currículo de Matemática prescrito para a Educação de Jovens e Adultos. Selecionamos a Proposta Curricular para a EJA, segundo segmento do Ensino Fundamental, como exemplar de currículo prescrito, elegendo o Volume I (Introdução) e Volume 3 (Matemática) para responder às questões: Que características são apresentadas na Proposta Curricular para a Educação de Jovens e Adultos que possibilitam a aproximação da cultura formal da cultura informal da Matemática? Que características enculturadoras têm esse currículo? Que critérios apresentam em relação à organização dos conteúdos? Que opções apresentam para a escolha de contextos? Desenvolvemos uma pesquisa na abordagem qualitativa, do tipo análise documental. O referencial teórico deste estudo reporta-se a autores como Pacheco e Sacristán na retomada de episódios do aparecimento e desenvolvimento e multiplicidade de significados atribuídos ao termo Currículo; também de trabalhos acerca do Currículo de Matemática, da perspectiva cultural da Matemática e do currículo enculturador, tendo como referência teórica Bishop e D Ambrosio; e estudos de Pires e Skovsmose a respeito da organização curricular e de critérios para a escolha dos contextos de ambientes de aprendizagem matemática. A análise da Proposta Curricular para a EJA, norteada por categorias que emergiram dos referenciais teóricos, explicitou haver recomendações favoráveis e potencialmente promotoras da aproximação da cultura formal da cultura informal da Matemática, por meio de sugestões e orientações como as que consideram os conhecimentos advindos das relações sociais de jovens e adultos como ponto de partida para a aprendizagem; que os conteúdos sejam propostos de modo a promover uma rede de relações entre si e saberes de outras áreas, possibilitando uma pluralidade de significados dos conceitos e das atividades; que se dê ênfase ao trabalho com projetos e investigações para que o aluno possa desvendar as ideias matemáticas; que os conteúdos enfatizem diferentes aplicações da Matemática e que preparem o aluno para construírem ideias cada vez mais complexas, partindo de situações simples; que os ambientes de aprendizagem sejam concebidos nos paradigmas de exercícios e investigação, havendo equilíbrio entre os ambientes, e entre exercícios e investigação; e que sejam utilizadas diferentes estratégias de resolução, incentivando o jovem e o adulto a explicitar, por meio de diferentes registros, como mobiliza seus saberes e tendo o professor como mediador da ação de aprendizagem

Made available in DSpace on 2016-04-27T14:30:51Z (GMT). No. of bitstreams: 1 Saulo Francoso.pdf: 1672134 bytes, checksum: bfa2fc87c12d7c977a100a2e7079ae81 (MD5) Previous issue date: 2011-12-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The document Orientações Curriculares e Proposição de Expectativas de Aprendizagem para o Ensino Fundamental Ciclo II (Curriculum Guidelines and Proposition of Learning Expectations for Elementary School) of Physical Education, developed in 2007 by Secretaria Municipal de Educação de São Paulo (Municipal Secretariat of Education in the city of São Paulo), presents this area of knowledge within the cultural concept. After the analysis of this document, we found that the conception defended by the curriculum has been strongly influenced by the theories of Critical Multiculturalism and Cultural Studies. Quality-natured, this work aims at investigating, through semi-structured interviews, the perception of five Physical Education teachers of the difficulties and possibilities in the development of classes based on the cultural perspective. By comparing the data obtained in the interviews with the multicultural curriculum theory, it was possible to understand the curriculum as a field of cultural production permeated with power relations, in which teachers face a constant struggle, in school life, to break boundaries in the viability of the official curriculum, since the formal education is hegemonic and still impregnated by the homogenizing, repetitive and monocultural practices. The main difficulties pointed out by the teachers refer to the resistance from students, other teachers and management professionals concerning the cultural curriculum in Physical Education. This resistance is caused due to different factors, such as: the lack of a political pedagogical project aimed at multicultural issues, the politics of deficient training held by the SME/SP (Municipal Secretariat of Education in the city of São Paulo), the misrepresentation by the students concerning the area of knowledge and the school rigid structure. These factors make teachers isolated, delimiting a frontier region that needs to be crossed. Nevertheless, in this interplay of forces, this research has identified several pedagogical potentialities for the cultural curriculum in Physical Education, which can stimulate the teachers and radical researchers productions, involved in the battle for a more equitable, democratic and caring education. Among them, we can highlight the students enhancement towards Physical Education and its importance in school curriculum, the legitimacy of multiple identities which color the classroom environment, the search for alliances with professionals from other areas, open spaces for the families and community in general, the putting down of oppressive relationships of any kind, as well as the possibility for the students to recognize themselves as producers of knowledge / O documento de Orientações Curriculares e Proposição de Expectativas de Aprendizagem para o Ensino Fundamental ciclo II de Educação Física, elaborado em 2007 pela Secretaria Municipal de Educação de São Paulo, apresenta a área de conhecimento dentro da concepção cultural. A partir da análise deste documento, identificamos que a concepção defendida pela proposta curricular possui forte influência dos campos teóricos do multiculturalismo crítico e dos Estudos Culturais. De cunho qualitativo, o presente trabalho procurou investigar, por meio de entrevistas semi-estruturadas, as percepções de cinco professores/as de Educação Física, acerca das dificuldades e possibilidades no desenvolvimento de aulas fundamentadas na perspectiva cultural. Ao confrontar os dados obtidos nas entrevistas com a teorização curricular multicultural, foi possível compreender o currículo como um campo de produção cultural permeado de relações de poder, onde no cotidiano escolar, os/as docentes travam uma constante luta para romper fronteiras na viabilização do currículo oficial; já que hegemonicamente, a educação formal ainda é impregnada por práticas homogeneizantes, reprodutoras e monoculturais. As principais dificuldades apontadas pelos/as docentes referem-se à resistência dos/as estudantes, de outros/as professores/as e de profissionais que ocupam cargos de gestão quanto ao currículo cultural da Educação Física. Essa resistência é ocasionada por diferentes fatores, como por exemplo: a ausência de um projeto políticopedagógico voltado às questões multiculturais, a política de formação deficitária da SME/SP, a representação enviesada que os/as estudantes possuem acerca da área de conhecimento e a estrutura rígida da instituição escolar. Esses fatores proporcionam um isolamento dos/as docentes, demarcando uma região fronteiriça que necessita ser cruzada. Entretanto, nesse jogo de forças, a pesquisa identificou inúmeras potencialidades pedagógicas do currículo cultural da Educação Física, que podem estimular produções de docentes e pesquisadores/as radicais, envolvidos/as na batalha por uma educação mais justa, democrática e solidária. Entre elas, podemos destacar a valorização dos/as alunos/as em relação à Educação Física e sua importância no currículo escolar, a legitimação das múltiplas identidades que colorem a paisagem das salas de aula, a busca de alianças junto aos/às profissionais de outras áreas, a abertura de espaços para as famílias e comunidade em geral, a desconstrução de relações opressoras de qualquer natureza e a possibilidade dos/as estudantes reconhecerem-se como produtores de conhecimento

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-14T17:15:18Z No. of bitstreams: 1 2017 - Marcela Francis Costa Lima.pdf: 2433368 bytes, checksum: 77c6ed296f04998a2e3c25cc6c60a1ea (MD5) / Made available in DSpace on 2018-03-14T17:15:18Z (GMT). No. of bitstreams: 1 2017 - Marcela Francis Costa Lima.pdf: 2433368 bytes, checksum: 77c6ed296f04998a2e3c25cc6c60a1ea (MD5) Previous issue date: 2017-01-31 / CAPES / This dissertation is linked to the line of research: Contemporary Studies and Educational Practices of the Graduate Program in Education, Contemporary Contexts and Popular Demands (PPGEduc) of the Federal Rural University of Rio de Janeiro (UFRRJ) and the Observatory of Education Program (OBEDUC), funded by the Coordination for the Improvement of Higher Education Personnel (CAPES) entitled "The schooling of students with intellectual disabilities: public policies, cognitive processes and evaluation of learning". Three postgraduate programs participate in this project: Federal Rural University of Rio de Janeiro (UFRRJ), State University of Santa Catarina (UDESC) and University of Vale do Itaja? (UNIVALI). This dissertation aims to analyze the multiple dimensions of school inclusion, at the interfaces between the teaching conceptions and the mediation processes of the learning of students with intellectual disabilities, in the common classes of schools in the Baixada Fluminense. For this, the following specific objectives were outlined: analyze the conceptions of mediation and school inclusion from the perspective of teachers; Identify the level of involvement of students with intellectual disabilities and their learning in this process. As a theoretical basis, we refer to the historical-cultural perspective of Vygotsky. The methodology was based on the qualitative perspective because we believe that research of this magnitude allows us an analysis that considers the particularities of the investigated reality. As data collection instruments, we used classroom observation, the scale of involvement, open interviews and semi-structured questionnaires. For the analysis of the data we used the content analysis that allowed us to relate the data obtained in the research with the theoretical reference that guides the study. In these aspects, after the data analysis, the results indicate that the level of involvement of the subjects with intellectual disability in the proposed activities is entirely related to the pedagogical mediations directed to them. In addition, the data showed that quality mediations work as compensatory in the schooling process of subjects with intellectual disability, providing the acquisition of scientific concepts and the development of higher psychological functions. However, it has become clear that it is not any kind of mediation that provides learning opportunities for people with intellectual disabilities. The research also presents the teaching conceptions about the policy of school inclusion, the historical-cultural perspective and its concepts. Finally, contemporary reflections on the schooling process of students with intellectual disabilities in the Baixada Fluminense are presented. / A presente disserta??o vincula-se a linha de pesquisa: Estudos Contempor?neos e Pr?ticas Educativas do Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares (PPGEduc) da Universidade Federal Rural do Rio de Janeiro (UFRRJ) e ao Programa Observat?rio da Educa??o (OBEDUC) financiado pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) intitulado ?A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem?. Participam desse projeto tr?s programas de P?s-Gradua??o, a saber: Universidade Federal Rural do Rio de Janeiro (UFRRJ), da Universidade Estadual de Santa Catarina (UDESC) e da Universidade do Vale do Itaja? (UNIVALI). Esta disserta??o tem como objetivo analisar as m?ltiplas dimens?es da inclus?o escolar, nas interfaces entre as concep??es docentes e os processos de media??o da aprendizagem de alunos com defici?ncia intelectual, nas classes comuns de escolas da Baixada Fluminense. Para isso, os seguintes objetivos espec?ficos foram delineados: analisar as concep??es de media??o e inclus?o escolar na perspectiva dos professores; identificar o n?vel de envolvimento dos alunos com defici?ncia intelectual e suas aprendizagens neste processo. Como fundamenta??o te?rica, nos remetemos a perspectiva hist?rico-cultural de Vigotski. A metodologia apoiou-se na perspectiva qualitativa por acreditarmos que pesquisas dessa envergadura nos possibilitam uma an?lise que considera as particularidades da realidade investigada. Como instrumentos de coleta de dados utilizamos a observa??o em sala de aula, a escala de envolvimento, entrevistas abertas e question?rios semiestruturados. Para a an?lise dos dados utilizamos a an?lise de conte?do que nos permitiu relacionar os dados obtidos na pesquisa com o referencial te?rico que norteia o estudo. Sob esses aspectos, ap?s a an?lise dos dados, os resultados apontam que o n?vel de envolvimento dos sujeitos com defici?ncia intelectual nas atividades propostas est? inteiramente relacionado com as media??es pedag?gicas direcionadas aos mesmos. Al?m disso, os dados evidenciaram que as media??es de qualidade funcionam como compensat?rias no processo de escolariza??o de sujeitos com defici?ncia intelectual, proporcionando a aquisi??o de conceitos cient?ficos e o desenvolvimento das fun??es psicol?gicas superiores. Contudo, ficou evidente que n?o ? qualquer tipo de media??o que propicia possibilidades de aprendizagem para os sujeitos com defici?ncia intelectual. A pesquisa tamb?m apresenta as concep??es docentes sobre a pol?tica de inclus?o escolar, a perspectiva hist?rico-cultural e seus conceitos. Por fim, s?o apresentadas reflex?es contempor?neas sobre o processo de escolariza??o de alunos com defici?ncia intelectual na Baixada Fluminense.

Syftet med denna uppsats är att utifrån sociokulturellt perspektiv utforska tre lärares syn på hur musikundervisning kan bidra till elevers välbefinnande. Forskningsfrågorna är: På vilka sätt anser musiklärarna att de skapar ett gynnsamt intersubjektivt rum? Hur arbetar musiklärarna för att stärka elevernas identitet? Vad anser lärarna att de gör för att eleverna ska utvecklas? Som bakgrund presenteras musik som ämne i skolan, grupper i skolan samt forskning kring musikens påverkan på det intersubjektiva rummet och elevers välbefinnande. Den teoretiska bakgrunden ger en bild av det sociokulturella perspektivet innan en genomgång av metodvalet görs. I resultatdelen redovisas analysen av intervjuerna där tre stora teman framträder, relationers betydelse för välbefinnandet, prövande av roller i grupp samt personlig utveckling. Uppsatsen avslutas med en diskussion av resultatet i relation till den presenterade bakgrunden och det teoretiska perspektivet under rubrikerna Musik och rörelse som medierande redskap, Personlig identitet och gruppidentitet samt Sammanhållning och välbefinnande. / The purpose of this essay is to explore, from a socio-cultural perspective, three teachers' views on how music education can contribute to students' well-being. The research questions are: In what ways does music teachers consider that they create a favorable intersubjective room? How does music teachers work to strengthen students' identity? What does the teachers think they do to help students develop? As a background, music is presented as a subject in school, groups in school and research on the influence of music on the intersubjective room and pupils' well-being. The theoretical background gives a picture of the sociocultural perspective before a review of the method is made. The results section presents the analysis of the interviews where three major themes appear;the importance of relationships for well-being, testing of roles in groups andpersonal development. In the last chapter the result are discussed in relation to the presented background as well as the theoretical perspective; Music and movement as mediating tools, Personal and group identity as well as Cohesion and well- being.

<p>Studiens syfte var att få kunskap om hur sjuksköterskor under specialistutbildning inom akutsjukvård med inriktning mot anestesisjukvård upplever förväntningar, möjligheter och hinder för lärande under deras verksamhetsförlagda utbildning. I bakgrunden finns beskrivet specialistutbildningens uppläggning och mål. Några av anestesisjuksköterskans centrala arbetsuppgifter fokuseras: mötet med patienten inför anestesi och operation och den fria luftvägen. För studien användes en kvalitativ metod med intervjuer av tio studenter. Intervjuerna bearbetades och analyserades utifrån ett sociokulturellt perspektiv på lärande, vilken utgör studiens teoretiska ram. Analysen koncentrerades mot lärande som social praxis där fyra teman framkom vilka berörde praktikplatsen, yrkesidentiteten, samspelet med handledare, patient, arbetsteam och skola i lärandesituationer samt utvärderingen. Dessa teman anknöts till Nielsen och Kvales huvudaspekter på mästarlära och situerat lärande som beskriver lärande i en praxisgemenskap, lärande som utveckling av en yrkesidentitet, lärande utan formell undervisning och utvärdering genom praxis. Resultatet visade att samspelet med handledaren hade mycket stor betydelse för studenternas möjligheter till lärande och för utvecklingen av yrkesidentiteten. De kvaliteter som studenterna ansåg viktigast hos handledaren var motivation för handledaruppdraget, aktuella yrkeskunskaper, kommunikationsförmåga och ett pedagogiskt förhållningssätt. Praktikplatsen ansågs även ha stor betydelse för studenternas möjligheter till lärande där miljön, tillträde till lärandesituationer, gemenskapen och samspelet med teamet upplevdes ge goda förutsättningar. Utvärdering i form av feedback i samband med lärandesituationer och efterföljande reflektion av utförda handlingar upplevde studenterna vara nödvändigt för lärandets progress.</p>

<p>Abstract</p><p>The aim of the research presented in this thesis is to study how interactional strategies are used by children and what these strategies mean or imply in the preschool cultural context. The theoretical point of departure in the study is the socio-cultural perspective (William Corsaro, Roger Säljö, Jim Wertsch). The study is a contribution to the field of research that focuses upon contextual issues and an overall way of seeing the child. This is in opposition to the strong traditional psychological perspective in the development of the child, where a focus upon the individual dominates in special education. This ethnographic study aims to answer the following research questions; What interactional strategies are co-constructed by the children in preschool play? How do the interactional strategies influence the creation of culture in preschool play? The children, 3-5 years olds, and their play situation were in focus. Participant observations and video recordings of preschool play constituted the empirical material. These were analysed through a “child perspective” to understand interactional strategies in a cultural context.</p><p>Detailed transcriptions, CA (Conversation Analysis, Per Linell) of the empirical material highlights that interactional strategies can be categorised under the following themes; Taking turns, Protecting play, Dividing roles, Understanding roles and Confirming play themes. These themes furthermore, give rise to three common central elements: Interaction space; the children create a common space to interact that they defend and protect; Role dividing is a starting point in interaction and is an important part in producing and reproducing play; Meaning-making, the children’s common play leads to interaction and the space and roles are safe and confirmed.</p><p>The results indicate that interaction includes verbal and nonverbal elements. The children’s use of artefacts’ plays an important role in the interaction, meaning-making and cultural expressions that they create and reproduce in the preschool context. Through these themes an explanatory model is presented with the aim of highlighting the strategies that influence the creation of culture. The explanatory model shows relationships between aspects of culture-making in children’s interaction. The use of artefacts in interactional strategies presented here influence and plays an important part in the common meaning-making and can therefore be seen as an expression of culture.</p><p>Key Words: Ethnographic study, Socio-cultural Perspective, Culture-making, Interactional Strategies, Artefacts’, Preschool play</p>

Studiens syfte var att få kunskap om hur sjuksköterskor under specialistutbildning inom akutsjukvård med inriktning mot anestesisjukvård upplever förväntningar, möjligheter och hinder för lärande under deras verksamhetsförlagda utbildning. I bakgrunden finns beskrivet specialistutbildningens uppläggning och mål. Några av anestesisjuksköterskans centrala arbetsuppgifter fokuseras: mötet med patienten inför anestesi och operation och den fria luftvägen. För studien användes en kvalitativ metod med intervjuer av tio studenter. Intervjuerna bearbetades och analyserades utifrån ett sociokulturellt perspektiv på lärande, vilken utgör studiens teoretiska ram. Analysen koncentrerades mot lärande som social praxis där fyra teman framkom vilka berörde praktikplatsen, yrkesidentiteten, samspelet med handledare, patient, arbetsteam och skola i lärandesituationer samt utvärderingen. Dessa teman anknöts till Nielsen och Kvales huvudaspekter på mästarlära och situerat lärande som beskriver lärande i en praxisgemenskap, lärande som utveckling av en yrkesidentitet, lärande utan formell undervisning och utvärdering genom praxis. Resultatet visade att samspelet med handledaren hade mycket stor betydelse för studenternas möjligheter till lärande och för utvecklingen av yrkesidentiteten. De kvaliteter som studenterna ansåg viktigast hos handledaren var motivation för handledaruppdraget, aktuella yrkeskunskaper, kommunikationsförmåga och ett pedagogiskt förhållningssätt. Praktikplatsen ansågs även ha stor betydelse för studenternas möjligheter till lärande där miljön, tillträde till lärandesituationer, gemenskapen och samspelet med teamet upplevdes ge goda förutsättningar. Utvärdering i form av feedback i samband med lärandesituationer och efterföljande reflektion av utförda handlingar upplevde studenterna vara nödvändigt för lärandets progress.

Abstract The aim of the research presented in this thesis is to study how interactional strategies are used by children and what these strategies mean or imply in the preschool cultural context. The theoretical point of departure in the study is the socio-cultural perspective (William Corsaro, Roger Säljö, Jim Wertsch). The study is a contribution to the field of research that focuses upon contextual issues and an overall way of seeing the child. This is in opposition to the strong traditional psychological perspective in the development of the child, where a focus upon the individual dominates in special education. This ethnographic study aims to answer the following research questions; What interactional strategies are co-constructed by the children in preschool play? How do the interactional strategies influence the creation of culture in preschool play? The children, 3-5 years olds, and their play situation were in focus. Participant observations and video recordings of preschool play constituted the empirical material. These were analysed through a “child perspective” to understand interactional strategies in a cultural context. Detailed transcriptions, CA (Conversation Analysis, Per Linell) of the empirical material highlights that interactional strategies can be categorised under the following themes; Taking turns, Protecting play, Dividing roles, Understanding roles and Confirming play themes. These themes furthermore, give rise to three common central elements: Interaction space; the children create a common space to interact that they defend and protect; Role dividing is a starting point in interaction and is an important part in producing and reproducing play; Meaning-making, the children’s common play leads to interaction and the space and roles are safe and confirmed. The results indicate that interaction includes verbal and nonverbal elements. The children’s use of artefacts’ plays an important role in the interaction, meaning-making and cultural expressions that they create and reproduce in the preschool context. Through these themes an explanatory model is presented with the aim of highlighting the strategies that influence the creation of culture. The explanatory model shows relationships between aspects of culture-making in children’s interaction. The use of artefacts in interactional strategies presented here influence and plays an important part in the common meaning-making and can therefore be seen as an expression of culture. Key Words: Ethnographic study, Socio-cultural Perspective, Culture-making, Interactional Strategies, Artefacts’, Preschool play

Denna studie syftar till att öka kunskapen om vilken syn frilansande och undervisande improvisationsmusiker har kring skapandet av ett personligt uttryck och hur de anser att ämnesområdet kan hanteras i musikundervisning. I bakgrundskapitlet ges en överblick av begreppet personligt uttryck och därefter följer en presentation av tidigare litteratur och forskning inom ämnesområdet. Nästkommande kapitel om teoretisk bakgrund beskriver det sociokulturella perspektivet i egenskap av teoretisk utgångspunkt. Studien utgörs av kvalitativa intervjuer med fyra frilansande improvisationsmusiker med stor pedagogisk erfarenhet i ämnesområdet. I resultatet beskrivs analysen av hur improvisationsmusikers syn på hur ett personligt uttryck kan skapas och hur de som pedagoger ser på undervisning inom detta område. Det framkommer bland annat att ett personligt uttryck handlar om att bejaka sin smak och vilja samt att självförtroende, hantverksskicklighet och inspiration är aspekter att ta hänsyn till. I det avslutande diskussionskapitlet lyfts delar av studiens resultat till diskussion i relation till det sociokulturella perspektivet på lärande samt till tidigare forskning. Häri resoneras det utifrån teman som det kollektiva minnet, musikens språk, musikers verktyg, ett unikt uttryck samt skolans funktion. / This study aims to increase the knowledge of what opinions freelancing and teaching musicians within the improvised music genres have on the creation of a personal expression and how they consider the subject can be handled in music education. The background chapter provides an overview of the concept of personal expression, followed by a presentation of previous research in the field. The next chapter describes socio-cultural perspective, serving as a theoretical basis. The data material consists of four qualitative interviews with freelance improvisers with great educational experience. The result chapter presents the analysis of the musician's view of how a personal expression can be created and how they as teachers consider teaching in this area. The chapter includes how a personal expression is about to affirm ones taste and desire and that confidence, skill and inspiration are aspects to take into consideration. The concluding discussion chapter highlights aspects from the study's result chapter in relation to the socio-cultural perspective on learning and to previous research. Here the themes are among others the collective memory, musical language, musician's tools and the role and function of the school.

No description available.