Thesis (M.A.I.S.)--Oregon State University, 2004. / Typescript (photocopy). Includes bibliographical references (leaves 140-144). Also available on the World Wide Web.

A presente pesquisa investigou as funções da música no ensino fundamental: um olhar sobre cinco escolas estaduais de Porto Alegre/RS. O assunto proposto foi oportunizado a partir das categorias elencadas por Alan Merriam (1964), etnomusicólogo norte americano. Participaram desta pesquisa cinco escolas estaduais de ensino fundamental da cidade de Porto Alegre/RS e dezessete sujeitos que, de forma voluntária, foram o foco de coleta de material referente ao tema. Os dados para a pesquisa foram obtidos a partir de questionários, observações e entrevistas semi-estruturadas, desde que utilizassem a música em suas atividades. Estas atividades perpassaram o segundo semestre de 2005 e o segundo trimestre de 2006. Verificou-se que as professoras pesquisadas utilizam muito a música em suas atividades, mas principalmente com a função emocional, tendo como objetivo principal acalmar e tranqüilizar os alunos, para o bom desempenho da aula e das atividades escolares. A música é valorizada por seu caráter utilitarista, principalmente como fio condutor que perpassa todas as tarefas escolares.Assim, cada escola revela uma maneira diferente de articular e combinar a música em suas atividades, priorizando o atendimento ao aluno e a imagem da escola ante a comunidade. Com isto, notei como a influência da teoria das inteligências múltiplas, de Gardner tem grande penetração no meio educacional, pois a música auxilia na compreensão de outras disciplinas. Finalizando, destacam-se questões levantadas pela pesquisa e que poderão servir de sugestões para futuras investigações. / The present research has investigated the functions of music in elementary school: a view of five State schools in Porto Alegre/RS. The proposed subject was made possible through categories arranged by Alan Merriam (1964), American ethnomusicologist. Five schools were researched and the research focused on seventeen volunteers as a way of gathering material regarding the theme. The collected data was obtained through questionnaires, observations and semi-structured interviews submitted to teachers who make use of music in their activities. These activities happened throughout the second semester of the year 2005 and the second trimester of the year 2006. It was observed that the participating teachers make large use of music in their activities, but mainly with an emotional function, having as their main goal to calm down the students so they can have a better performance in class and in school activities. Music is valued as a useful tool particularly used to assist on all sort of school tasks.Each school finds different ways to articulate and combine music and their activities, having the student and the image of the school in the community as a priority. I could also notice how Gardner´s theory of multiple intelligences influences education, as music assists on the understanding of other subjects. In the conclusion, questions which were brought up by the research and can be used as suggestions for future investigations are highlighted.

A presente pesquisa investigou as funções da música no ensino fundamental: um olhar sobre cinco escolas estaduais de Porto Alegre/RS. O assunto proposto foi oportunizado a partir das categorias elencadas por Alan Merriam (1964), etnomusicólogo norte americano. Participaram desta pesquisa cinco escolas estaduais de ensino fundamental da cidade de Porto Alegre/RS e dezessete sujeitos que, de forma voluntária, foram o foco de coleta de material referente ao tema. Os dados para a pesquisa foram obtidos a partir de questionários, observações e entrevistas semi-estruturadas, desde que utilizassem a música em suas atividades. Estas atividades perpassaram o segundo semestre de 2005 e o segundo trimestre de 2006. Verificou-se que as professoras pesquisadas utilizam muito a música em suas atividades, mas principalmente com a função emocional, tendo como objetivo principal acalmar e tranqüilizar os alunos, para o bom desempenho da aula e das atividades escolares. A música é valorizada por seu caráter utilitarista, principalmente como fio condutor que perpassa todas as tarefas escolares.Assim, cada escola revela uma maneira diferente de articular e combinar a música em suas atividades, priorizando o atendimento ao aluno e a imagem da escola ante a comunidade. Com isto, notei como a influência da teoria das inteligências múltiplas, de Gardner tem grande penetração no meio educacional, pois a música auxilia na compreensão de outras disciplinas. Finalizando, destacam-se questões levantadas pela pesquisa e que poderão servir de sugestões para futuras investigações. / The present research has investigated the functions of music in elementary school: a view of five State schools in Porto Alegre/RS. The proposed subject was made possible through categories arranged by Alan Merriam (1964), American ethnomusicologist. Five schools were researched and the research focused on seventeen volunteers as a way of gathering material regarding the theme. The collected data was obtained through questionnaires, observations and semi-structured interviews submitted to teachers who make use of music in their activities. These activities happened throughout the second semester of the year 2005 and the second trimester of the year 2006. It was observed that the participating teachers make large use of music in their activities, but mainly with an emotional function, having as their main goal to calm down the students so they can have a better performance in class and in school activities. Music is valued as a useful tool particularly used to assist on all sort of school tasks.Each school finds different ways to articulate and combine music and their activities, having the student and the image of the school in the community as a priority. I could also notice how Gardner´s theory of multiple intelligences influences education, as music assists on the understanding of other subjects. In the conclusion, questions which were brought up by the research and can be used as suggestions for future investigations are highlighted.

A presente pesquisa investigou as funções da música no ensino fundamental: um olhar sobre cinco escolas estaduais de Porto Alegre/RS. O assunto proposto foi oportunizado a partir das categorias elencadas por Alan Merriam (1964), etnomusicólogo norte americano. Participaram desta pesquisa cinco escolas estaduais de ensino fundamental da cidade de Porto Alegre/RS e dezessete sujeitos que, de forma voluntária, foram o foco de coleta de material referente ao tema. Os dados para a pesquisa foram obtidos a partir de questionários, observações e entrevistas semi-estruturadas, desde que utilizassem a música em suas atividades. Estas atividades perpassaram o segundo semestre de 2005 e o segundo trimestre de 2006. Verificou-se que as professoras pesquisadas utilizam muito a música em suas atividades, mas principalmente com a função emocional, tendo como objetivo principal acalmar e tranqüilizar os alunos, para o bom desempenho da aula e das atividades escolares. A música é valorizada por seu caráter utilitarista, principalmente como fio condutor que perpassa todas as tarefas escolares.Assim, cada escola revela uma maneira diferente de articular e combinar a música em suas atividades, priorizando o atendimento ao aluno e a imagem da escola ante a comunidade. Com isto, notei como a influência da teoria das inteligências múltiplas, de Gardner tem grande penetração no meio educacional, pois a música auxilia na compreensão de outras disciplinas. Finalizando, destacam-se questões levantadas pela pesquisa e que poderão servir de sugestões para futuras investigações. / The present research has investigated the functions of music in elementary school: a view of five State schools in Porto Alegre/RS. The proposed subject was made possible through categories arranged by Alan Merriam (1964), American ethnomusicologist. Five schools were researched and the research focused on seventeen volunteers as a way of gathering material regarding the theme. The collected data was obtained through questionnaires, observations and semi-structured interviews submitted to teachers who make use of music in their activities. These activities happened throughout the second semester of the year 2005 and the second trimester of the year 2006. It was observed that the participating teachers make large use of music in their activities, but mainly with an emotional function, having as their main goal to calm down the students so they can have a better performance in class and in school activities. Music is valued as a useful tool particularly used to assist on all sort of school tasks.Each school finds different ways to articulate and combine music and their activities, having the student and the image of the school in the community as a priority. I could also notice how Gardner´s theory of multiple intelligences influences education, as music assists on the understanding of other subjects. In the conclusion, questions which were brought up by the research and can be used as suggestions for future investigations are highlighted.

This dissertation offers a genealogy of political theory as a subfield of American political science. Over five chapters, it traces the subfield’s development from late nineteenth-century America until the 1970s and asks how leading practitioners responded to a series of political conjunctions. The first chapter asks how political theory emerged from the progressive movement and was characterized by a racist, “Teutonist” intellectual framework that lasted until the First World War. The war led to the demise of this initial framework, leaving political theory without an anchor. The second chapter asks how a leading political theorist, Charles Merriam, sought to resuscitate political theory by making it more “scientific,” focusing on analyzing political behavior. This chapter demonstrates how interaction with the city of Chicago forced Merriam’s thought into more egalitarian directions. The third chapter charts political theory in “the age of fear.” It shows how Merriam and his student Harold Lasswell sought to thicken liberalism and conceptualize its totalitarian alternatives. The fourth chapter asks how leading behavioralists—including Gabriel Almond, Robert Dahl, and David Truman, as well as Louis Hartz—deployed political theory to characterize, congratulate, and criticize the tenets of American liberalism in the context of the Cold War. In the project’s final chapter, I ask how political theory went its own way as a subfield. Amidst the tumult of the 1960s, its leading practitioners—including Sheldon Wolin and Leo Strauss—found themselves politically at odds with behavioralism. Their opposition to the practice of political science led them to associate humanism with radical political critique. By offering a history of political theory that puts behavioralism at its center, the dissertation unsettles conventional narratives within political science that characterize political theory as the other of “empirical social science.” Second, by highlighting a tradition of thought that married systematic empiricism and normative intent, the dissertation critically recaptures a realistic mode of political theorizing. Raymond Geuss has called for political theory to engage more with the facts of the political world. My dissertation offers a way forward. It reminds readers that empiricism can be a normative venture and highlights the close affinity between political science and theory. Many political scientists, I argue, were engaged in a project we can term “operational political theory.” They took theoretic concepts—such as democracy—and furnished them with empirical evidence. They asked how political theory worked in practice and then evaluated extant practices according to political theoretic norms.