Made available in DSpace on 2016-03-15T19:42:44Z (GMT). No. of bitstreams: 1 Carlos Eduardo Amaral Barbosa.pdf: 959351 bytes, checksum: e4024e5d43a9d79085e560af05ff79f6 (MD5) Previous issue date: 2014-05-31 / This dissertation is a case study about the practice of music teaching with students of 8th and 9th years of Brazilian Ensino Fundamental II (the final years of Elementary Education), with songs from their own everyday life, at a private school in São Paulo, revealing an approach based in a project named Portas da Música (Doors to Music). Its specific purposes were to analyze contributions of Music as pedagogical practice to the general education of individuals in school environment, and also to debate the teacher s role and teaching objectives, regarding the teacher as a mediator for learning and knowledge building. The theoretical foundation comprises authors such as Paulo Freire, Antônio Severino, Arminda Aberastury, Michael Young, Keith Swanwick, Teca Alencar de Brito, Sérgio Figueiredo, Maura Penna e Maria de Lourdes Sekeff, among others. For the specific purpose of the analysis of the written production by students throughout the year, we used Bernard Charlot s Theory of Relation to Knowledge , with its approach to identity, social and epistemic relations. We concluded that the relations the students established with knowledge and learning through songs from their own everyday life have enabled not only the construction of disciplinary, musical knowledge which, in its turn, expanded the possibilities of interaction with human knowledge, but also non-disciplinary philosophical-epistemic-existential knowledge, which granted the students with new world views and self-images, contributing directly and with dignity to the process of individual humanization, for the realization of the cultural being over the purely biological being, ultimate purpose of mediatory education. / A presente pesquisa consiste em um estudo de caso sobre a prática do ensino de música com alunos de 8º e 9º anos do Ensino Fundamental II, a partir de músicas de seus respectivos cotidianos, em uma escola particular da cidade de São Paulo, revelando uma proposta embasada em um projeto denominado Portas da Música. Os objetivos específicos consistem em analisar as contribuições da Música enquanto prática pedagógica para a formação geral do indivíduo em ambiente escolar, e também em refletir sobre o papel docente e seus objetivos de ensino, enquanto mediador da aprendizagem e da construção do saber. Os fundamentos teóricos buscaram autores como Paulo Freire, Antônio Severino, Arminda Aberastury, Michael Young, Keith Swanwick, Teca Alencar de Brito, Sérgio Figueiredo, Maura Penna e Maria de Lourdes Sekeff, entre outros, assim como, para analisar o material escrito produzido pelos alunos no decorrer do ano letivo, utilizamos a teoria da relação com o saber , de Bernard Charlot, que diz respeito às relações epistêmicas, sociais e de identidade. Concluímos que, das relações estabelecidas pelos alunos com o saber e o aprender a partir de canções de seus cotidianos, construiu-se saberes de naturezas disciplinar, musical, que ampliaram as possibilidades de interação com o saber humano Música; e não disciplinares, de caráter filosófico-epistêmico-existencial, que possibilitaram aos educandos novas visões de mundo e de si mesmos, contribuindo direta e dignamente para o processo de humanização de cada indivíduo, para a realização digna do ser cultural sobre o ser puramente biológico, fim último da educação mediadora.

This thesis deals with social environment, especially its influence on out-of-school musical education of children. The thesis also examines factors, that influence out-of- school education of children. The thesis contains theoretical and practical part. In theoretical part the term of social environment and its possible influence on out-of- school musical education of children are defined and clarified. Different social groups, that children usually walks through in their lives, are described in individual chapters. Big attention is given to these social groups. In thesis problematics of influence of massmedia on children's musical development is delineate. The thesis also offer detailed list of institutions in which children have opportunity to musically educate themselves. The practical part consists of research of influence of social environment on out-of-school musical education of children and maps factors, that decide where children musically educate themselves, which musical instrument children play and also delineates problematics outlines of commuting to out-of-school music instititions. The research was realized in the form of questionnaire for parents of children, who study on three elementary art schools in cities, which significantly differ in size. It was ZUŠ Vimperk, ZUŠ Bohumila...