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Previous issue date: 2016-12-20 / A educa??o infantil ? um campo rico de descobertas, onde a aprendizagem ? constru?da de forma simples e l?dica, de modo a facilitar a compreens?o das crian?as. Em especial, as aulas de m?sica nessa faixa et?ria s?o proporcionadas para uma aprendizagem pr?tica e prazerosa, onde o que importa n?o ? a crian?a decodificar s?mbolos musicais, mas sim, vivenciar a m?sica atrav?s do corpo e da emo??o. Nesse contexto, h? ainda o fato de que existem muitos estudos que tratam da afetividade na aprendizagem de crian?as que s?o assistidas em creches. O presente trabalho buscou mergulhar no universo espec?fico da educa??o musical que acontece em dois Centros de Refer?ncia em Educa??o Infantil da cidade de Jo?o Pessoa-PB analisando a presen?a e o papel da afetividade nas rela??es entre as professoras de educa??o musical e seus alunos. Como aporte te?rico, compreendemos que, segundo Gutman (2015), as crian?as s?o seres fusionais, o que significa que elas se misturam emocionalmente com as pessoas que as cercam. J? as diretrizes, termos e leis que regem a educa??o infantil e defendem a import?ncia de uma educa??o baseada no afeto para o desenvolvimento e aprendizagem da crian?a, ressaltam que a educa??o infantil tem como finalidade o desenvolvimento integral da crian?a em todos os seus aspectos. Al?m destas, encontramos muitas teorias que dissertam acerca da afetividade na aprendizagem, como Piaget e Wallon, que afirmam que quanto menor a crian?a, maior a import?ncia da afetividade para o processo da aprendizagem. Como procedimentos para a investiga??o, observaram-se aulas de m?sica de duas professoras atrav?s de uma pesquisa de campo, com ?nfase qualitativa. Utilizou-se ainda ferramentas como entrevistas com as professoras e grava??es em ?udio das aulas com as crian?as. Ap?s a an?lise dos dados, foram constru?das quatro categorias para descrever o papel da afetividade dentro dos contextos pesquisados: concep??es iniciais sobre afetividade, sobre a afetividade na forma??o do educador musical, a pr?tica docente enquanto espa?o construtor da afetividade, a afetividade presente nas intera??es entre professor e aluno. Os resultados advindos da pesquisa revelam que os professores atuantes nos CREIs, mesmo com pouca forma??o acad?mica sobre o tema, interagem com seus alunos de forma afetuosa, fazendo com que a aprendizagem ocorra em um ambiente onde os alunos se sentem respeitados e acolhidos nas aulas de m?sica. / Early childhood education is a rich field of discovery, where learning is constructed in a simple and playful way, so as to facilitate the understanding of children. In particular, music classes in this age group are provided for practical and enjoyable learning, where it is not the child's job to decode musical symbols but to experience music through the body and emotion. In this context, there is still the fact that there are many studies that deal with the affectivity in the learning of children who are assisted in kindergartens. The present work sought to delve into the specific universe of musical education that takes place in two Reference Centers for Infantile Education in the city of Jo?o Pessoa-PB, analyzing the presence and the role of affectivity in the relations between music education teachers and their students. As a theoretical contribution, we understand that, according to Gutman (2015), children are fusion beings, which means that they mix emotionally with the people that surround them. The guidelines, terms and laws that govern children's education and defend the importance of it for the development and learning of children emphasize that the education of children aims at the integral development of the child in all its aspects. In addition to these, we find many theories that teach about affectivity in learning, such as Piaget and Wallon, which affirm that the smaller the child, the greater the importance of affectivity for the learning process. As procedures for the investigation, music lessons of two teachers were observed through a field research, with qualitative emphasis. We also used tools such as interviews with teachers and audio recordings of classes with children. After analyzing the data, four categories were constructed to describe the role of affectivity within the contexts studied: Initial conceptions about affectivity, affectivity in the formation of the musical educator, the teaching practice as a constructive space of affectivity, the affectivity present in the interactions between teacher and student. The results of the research reveal that teachers who work in CREIs, even with little academic training on the subject, interact with their students affectionately, making learning happen in an environment where students feel respected and welcomed in the classes. music.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22647 |
| Date | 20 December 2016 |
| Creators | Melo, Rodrigo Alves de |
| Contributors | 82516340591, http://lattes.cnpq.br/4109841302196613, Brito, Aida Teresa dos Santos, 57903824368, http://lattes.cnpq.br/4797027305260332, Carvalho, Val?ria L?zaro de, 46752900787, http://lattes.cnpq.br/3105836389884284, Rosa, Amelia Martins Dias Santa |
| Publisher | 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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