Made available in DSpace on 2014-12-17T14:36:26Z (GMT). No. of bitstreams: 1 MaristelaOM_DISSERT.pdf: 2808377 bytes, checksum: 8176dbd9c513c0dc571d98c929697080 (MD5) Previous issue date: 2010-07-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present work concerns an auto-ethnographic study based on life experiences and reflections of an educator at Escola Viva Preschool and Elementary-Middle School, located in the city center of Natal, Rio Grande do Norte. As a cognitive model of operation, we use the metaphor of the Circle Dance. The objective of this study is to identify, interpret and describe the ludopoetics that are achieved through a Musical Education program, which we denominate, Humanescent. The data of this investigation was derived from the music making by Preschool and Elementary-Middle School students at Escola Viva during 2007, 2008 and 2009, from which 20 learners were selected to form the corpus, along with the description and interpretation of photos of their experiences and sand tray scenes. We justify the methodological systemization of the research based on our own pedagogical practice, which supports Musical Education in the schools based on the principals of Embodiment, Autopoesis and Flow. The methodological systemization was developed through an Action Research model and on the concepts of Systemic Development, with the goal of re-reading the context investigated through the structuring of categories of Ludopoesis: Self-esteem, Self-territory, Self-connectivity, Self-realization and Selfworth. We used an observant-participant research approach with regard to the perception of emergent knowledge, the surroundings, the experience lived and the contextual and vibration of the circumstances. Besides this, we used projection to interpret the experiences lived, in the form of drawings, short poems, letters or sand tray scenes as symbolic interpretations of experience. In the unfolding of the Ludopoetic Process (Selfesteem, Self-territory, Self-connectivity, Self-realization and Selfworth) we draw conclusions about the relevance of the ludic musical experience, which foments the formation of the self based on music learning, and which is demonstrated in the Embodiment of the learners. In the auto-formative process (of learners and educators) we observe the importance of pedagogical work based on Musical Humanescent Education that gives value to the music making path to the construction of music and performance in play, creativity, and sensibility. The experience of making music in a playful way allows for organization of the self and its autonomous production in the joy of living within a ludopoetic process. These findings highlight the educator as in a permanent state of selfformation, which generates moments of flow. However, in Musical Humanescent Education, music is learned collectively, doing a circle dance, experiencing love, fostering an expansion of the creative spirit, and giving recognition to playfulness as a necessary condition for education and to the value of music made with the true nature and sensibilities of the educators / Trata-se de um estudo autoetnogr?fico com base nas viv?ncias e reflex?es de uma educadora na Escola Viva, uma escola de Educa??o Infantil e Ensino Fundamental, localizada na ?rea Central do munic?pio de Natal/RN. Como operador cognitivo utilizamos a Met?fora da Ciranda. O objetivo do estudo foi identificar, interpretar e descrever os processos ludopoi?ticos que se revelam na Educa??o Musical, a que adjetivamos de Humanescente. Os registros desta investiga??o foram pautados nas viv?ncias musicalizadoras de alunos da Educa??o Infantil e do Ensino Fundamental nos anos de 2007, 2008 e 2009, sendo selecionados os registros de 20 educandos, al?m da descri??o e interpreta??o de fotos das viv?ncias e dos cen?rios trabalhados na caixa de areia. Justificamos a sistematiza??o da pesquisa a partir de nossa pr?tica pedag?gica, que defende a Educa??o Musical na escola a partir dos pressupostos da Corporeidade, da Autopoiese e do Fluxo. A sistematiza??o metodol?gica se desenvolveu a partir dos princ?pios da Pesquisa-A??o e nos pressupostos do Desenvolvimento Sist?mico, procurando fazer uma (re)leitura do contexto investigado com as categorias estruturantes da Ludopoiese: Autotelia, Autoterritorialidade, Autoconectividade, Autofrui??o e Autovalia. Utilizamos como t?cnica de pesquisa a observa??o participante, enquanto condi??o na percep??o das emerg?ncias, do entorno, do vivido e das circunst?ncias vibracionais e contextuais. Al?m disso, utilizamos a proje??o ao interpretarmos o vivido em forma de desenhos, pequenos poemas, cartas ou cen?rios na caixa de areia como interpreta??o simb?lica do vivenciado. No revelar dos Processos Ludopoi?ticos (Autotelia, Autoterritorialidade, Autoconectividade, Autofrui??o e Autovalia) conclu?mos sobre a relev?ncia da viv?ncia musical com ludicidade, proporcionado a autoforma??o do ser a partir da aprendizagem musical que se revela na Corporeidade dos educandos. Nos processos autoformativos (dos educandos e da educadora) observamos a import?ncia de um trabalho pedag?gico a partir da Educa??o Musical Humanescente, que valoriza o percurso musicalizador para a constru??o musical e a performance na ludicidade, criatividade e sensibilidade. O vivenciar a m?sica com ludicidade permitiu a autoorganiza??o do ser e sua autoprodu??o na alegria de viver enquanto processo ludopoi?tico. Neste sentido, destacamos que o educador se encontra em permanente processo autoformativo que gera momentos de fluxos. Portanto, na Educa??o Musical Humanescente se aprende m?sica na coletividade, dan?ando a ciranda, vivenciando a amorosidade, permitindo a expans?o do esp?rito criativo, o reconhecimento da ludicidade como condi??o na educa??o e a valoriza??o do fazer musical na naturalidade e sensibilidades dos educandos

Made available in DSpace on 2014-12-17T14:36:45Z (GMT). No. of bitstreams: 1 MassildeMC_DISSERT.pdf: 2766975 bytes, checksum: e5b157cd68b26843e95bae73f50d1d13 (MD5) Previous issue date: 2012-07-06 / This research has as study objective the development of humanescent experience in the process of self-formation of the teachers of the Infantile Educational Unit of the Education Center of the Federal University of Rio Grande do Norte. It has as general objective the description and analysis of how the humanscent experience of life contributes and is manifested in the children educator in his way of being, living and in his pedagogical practice. As specific objectives, the identification of the contributions of the humanescent experiences in the children educator in his way of being, living and in his pedagogical practice; the analysis of the contributions of the humanescent experiences to the children educator from the ludopoetic categories self-esteem, selfworth, self-realization, self-territory and self-connectivity. It is a descriptive study of qualitative nature understood as an existential action research that uses the principles and fundamentals of the etnomethodology and phenomenology. Sixteen teachers six that are effective teachers, six substitute teachers and 4 interns - took part in this investigation. Six humanescent experiences were carried out with them. As main tools we point out: the participative observation, the sand game, the photographic register and the semi-structured interview. The analyses were centered in the categories of the ludopoetic system, described above and referred to in the theoretical fundamentals selected for the study. From the analyses and to the answers to the objectives of the study, we make clear the following considerations: the reports of the teachers reveal that the humanescent experiences have contributed to make them more ludic, sensitive, emotional and lovely people, and this has reflected in their educational practice and has been making sense in their and their students lives. In this way, we make evident that the humanescent experiences have contributed to improve the ludopoesis of the teachers, revealing in the embodiment changes in their way of being, of living together and in their educational practice. In relation to the contributions of the humanescent experiences to the children educator from the ludopoetic categories self-esteem, selfworth, self-realization, self-territory and self-connectivity, we emphasize the following aspects: with the self-esteem, teachers have become more creative, rebuilding their possibilities of intensely experiencing the pleasure of living; in the context of selfterritory, the teachers have provided the realization of the wishes and expresson of oneself while lively interacting with the environment and with the other different territories of the educational process, in a continuous process of demarcation. Concerning the self-connectivity category, we emphasize that the teachers started to become more tuned with themselves, with the environment and with the other teachers because of the general well-being to the success of personal, pedagogical and institutional objectives, promoting a harmonic, lovely and ludic environment. Concerning the self-worth category, the teachers have valued the struggle for a school that is more committed with the search for happiness. From the self-realization, the teachers have shown self-recognition while ludic beings, playing with the beauty in their lives, allowing the flowing in its completeness, the other possibilities of analysis, the educational formation and development. We would like to emphasize that the considerations above are not over after what has been presented because of the richness of experiences revealed in the research / Esta pesquisa tem como objeto de estudo o desenvolvimento de viv?ncias humanescentes no processo de autoforma??o das professoras da Unidade Educacional Infantil, do Centro de Educa??o da Universidade Federal do Rio Grande do Norte. Apresenta como objetivo geral: descrever e analisar como as viv?ncias humanescentes contribuem e se evidenciam no educador infantil na sua forma de ser, no conviver e na sua pr?tica pedag?gica. Como objetivos espec?ficos: identificar as contribui??es das viv?ncias humanescentes no educador infantil na sua forma de ser, no conviver e na sua pr?tica pedag?gica; Analisar as contribui??es das viv?ncias humanescentes para o educador infantil a partir das categorias ludopoi?ticas autotelia, autovalia, autofrui??o, autoterritorialidade e autoconectividade. Trata-se de um estudo descritivo de natureza qualitativa compreendida como uma pesquisa a??o existencial, que adota os princ?pios e fundamentos da etnometodologia e da fenomenologia. Participaram da investiga??o 16 (dezesseis) professoras, sendo 6 (seis) professoras efetivas, 6 (seis) professoras substitutas e 4 (quatro) bolsistas. Com elas, foram desenvolvidas 6 (seis) viv?ncias humanescentes. Como principais instrumentos destacamos: a observa??o participante, o jogo de areia, o registro fotogr?fico e a entrevista semi estruturada. As an?lises foram centralizadas nas categorias do sistema ludopoi?ticos: descritas acima e referenciadas nos fundamentos te?ricos elegidos para o estudo. A partir das an?lises e em respostas aos objetivos do estudo, evidenciamos as seguintes considera??es: Os relatos das professoras revelaram que as viv?ncias humanescentes contribu?ram para que se tornassem pessoas mais l?dicas, sens?veis, emocionais e amorosas, sendo isto tudo extensivo a sua pr?tica educativa, que passou a ter sentido e significado para a sua vida e de seus educandos. Nesse sentido, evidenciamos que as viv?ncias humanescentes contribu?ram para impulsionar a ludopoiese das professoras, revelando na corporeidade mudan?as na sua forma de ser, de conviver e na sua pr?tica educativa. Em rela??o ?s contribui??es das viv?ncias humanescentes para o educador infantil a partir das categorias ludopoi?ticas autotelia, autovalia, autofrui??o, autoterritorialidade e autoconectividade ressaltam-se os seguintes aspectos: Com a autotelia as professoras tornaram-se mais criativas, recriando suas possibilidades de experienciar intensamente o prazer nos seus modos de viver/conviver encontrando sentido para sua vida; No contexto da autoterritorialidade as professoras propiciaram a concretiza??o dos desejos e express?o de si mesmas ao interagir vivencialmente com o meio e com os outros nos diferentes territ?rios do processo educacional, em um processo cont?nuo de demarca??es. Em termos da categoria da autoconectividade evidenciamos que as professoras passaram a entrar em sintonia consigo mesmas, com o meio e com as demais professoras em fun??o de um bem comum ao sucesso de metas pessoais, pedag?gicas e institucionais promovendo um ambiente harmonioso, afetivo e l?dico. Para a categoria da autovalia se revelaram nas professoras o valor na luta por uma escola mais comprometida com a busca de ser feliz, da felicidade e da alegria de viver; A partir da autofrui??o as professoras revelaram um autorreconhecimento enquanto ser l?dico, jogando com a beleza na sua vida e permitindo o fluir em plenitude. Destacamos que as considera??es acima n?o se esgotaram no que foi apresentado a partir das riquezas das experi?ncias relevadas pela pesquisa