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Previous issue date: 2016-03-11 / A presente pesquisa investiga autiliza??o da Pedagogia de Projetos como metodologia para o ensino de m?sica nas escolas de Educa??o B?sica da cidade de Natal-RN. Tem como principal objetivo analisar de que forma essa metodologia ? utilizada nas aulas de m?sica no contexto escolar e quais as suas implica??es para o processo de ensino-aprendizagem musical. Como objetivos espec?ficos buscou-se: fazer um levantamento para identificar os professores de m?sica na educa??o b?sica que declaram utilizar a Pedagogia de Projetos como metodologia para suas aulas; identificar as correspond?ncias entre a teoria da pedagogia de projetos e suas pr?ticas nas aulas de m?sica nas escolas pesquisadas e analisar as contribui??es da Pedagogia de Projetos para o desenvolvimento do ensino-aprendizagem de m?sica na escola.As principais bases te?ricas adotadas como refer?ncia para este trabalho s?o de autores das ?reas da Educa??o - Boutinet (2002), Hern?ndez (1998; 200), Antunes (2001), Cavalcante (2009) - e da Educa??o Musical- Penna (2008), Fonterrada (2008), Queiroz (2012), com o intuito de identificar as rela??es e fundamentar as discuss?es e possibilidades da associa??o entre a Pedagogia de Projetos e a atual situa??o da m?sica como parte do curr?culo escolar brasileiro. Para a coleta de dados, foram utilizadas estrat?gias metodol?gicas mista, de abordagens qualitativa equantitativa que se complementaram para melhor responder as necessidades da pesquisa. Atrav?s da aplica??o de um question?rio, buscou-se identificar quais as escolas e professores de m?sica que declaravam trabalhar com a Pedagogia de ProjetosApartir desses resultados, foram escolhidas duas escolas, uma escola da rede particular e outra da rede p?blica para a realiza??o de observa??o participante, em duas turmas, acompanhando o desenvolvimento de aulas de m?sica baseadas na Pedagogia de Projetos, registrando os dados em di?rio de campo e grava??es de ?udio e v?deo. Os resultados desse trabalho evidenciam que a Pedagogia de Projetos ? uma metodologia bastante utilizada pelos professores de m?sica de Natal/RN, que contribui para a integra??o de conte?dos e disciplinas e envolve os alunos nas atividades despertando interesse e contribuindo para o desenvolvimento da educa??o musical escolar. Por?m, foi identificado que muitas das concep??es dos professores sobre projetos s?o confusas, por ambiguidades provenientes da utiliza??o do termo em diversos ?mbitos e sob diversas perspectivas te?ricas, bem como, pela car?ncia de publica??es que abordem o ensino de m?sica atrav?s da Pedagogia de Projetos. Espera-se que esse estudo fomente discuss?es e pesquisas a respeito da Pedagogia de Projetos aplicada ao ensino de m?sica na Educa??o B?sica. / This research aims to investigate the use of Project based learning as a method for teaching music in Elementary Schools located in Natal, RN. Its main objective is to analyze how this method is used during the classes of music at school context and which are its implications to the process of music learning acquirement. The specific objectives comprise: gathering the music teachers in preschool that work with project based learning as a method for their classes; identifying how the theory meets their practice; and analyzing how project based learning contributes to the learning process of music within schools. The main scholars adopted as theoretical reference were Boutinet (2002), Hern?ndez (1998; 200), Antunes (2001), Cavalcante (2009), from Education area; and Penna (2008), Fonterrada (2008), Queiroz (2012), regarding Musical Education. Such choice was made in views of identifying the relationship and how project based pedagogy associates to the current Brazil school curriculum. For data collection, mixed methodological strategies were used, of qualitative and quantitative approaches that are complementary for better meeting the research needs. By applying a questionnaire, it was sought to identify the music schools and teachers who reported working with project based learning. Based on these results were selected two schools, one private school and one public school to perform a participant observation in two groups following the development of music classes based on project based learning, and the information were recorded in a diary of audio and video recordings. The results of this work show that the Project Education is a methodology frequently used by music teachers from Natal/ RN contributing to the integration of content and subjects and engages students in activities awakening interest and contributing to the development of music education at school. However, it was identified that many of the conceptions of the teachers about projects are confused by ambiguities from the use of the term in different areas and in various theoretical perspectives as well as the lack of publications that address the music education through the project based learning. It is hoped that this study provides discussions and research about the project based learning applied to music education in elementary school.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21250 |
| Date | 11 March 2016 |
| Creators | Fernandes, Everson Ferreira |
| Contributors | 46752900787, http://lattes.cnpq.br/3105836389884284, Cavalcante, Christianne Medeiros, 59549998487, http://lattes.cnpq.br/5337718629104196, Almeida, Cristiane Maria Galdino de, 36157520400, http://lattes.cnpq.br/7567236180576595, Carvalho, Valeria L?zaro de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM M?SICA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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