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Previous issue date: 2015-07-31 / O presente estudo centra-se no desenvolvimento de atividades pedag?gicas no Ensino de M?sica, a fim de viabilizar o conhecimento musical de alunos surdos e ouvintes, sob uma perspectiva bil?ngue, na escola regular. Os poucos estudos existentes na ?rea da M?sica e Surdez est?o centrados nos contextos de educa??o especial, direcionando o trabalho especificamente ao aluno surdo, havendo, no entanto, a emerg?ncia para a perspectiva de apreender tal quest?o em contexto inclusivo, atuando empiricamente no ch?o da escola. Desse modo, desenvolvemos nosso estudo em uma escola da rede municipal da cidade de Natal, junto a uma turma do 6? ano do Ensino Fundamental, composta por 37 alunos, sendo 3 surdos; tendo por objetivo, desenvolver uma proposta de interven??o pedag?gica no Ensino de M?sica, sob a perspectiva bil?ngue, contemplando alunos surdos e ouvintes, em um contexto de escola regular, respaldados nos aportes te?ricos apresentados por Penna (2010), Brito (2001) e Fonterrada (2008), no que tange ? educa??o musical; e Haguiara-Cervellini (2003), Finck (2009) e Louro (2006), no que se refere ? perspectiva do ensino inclusivo de m?sica. Na busca de atingir tal objetivo, desenvolvemos uma proposta de interven??o, com base nos ditames metodol?gicos da pesquisa interven??o, fundamentados nos estudos de Jobim e Souza (2011), ? luz das concep??es te?ricas de Mikhail Bakhtin, reconhecendo que o conhecimento ? produzido pela intera??o entre sujeitos, de maneira dial?gica e alterit?ria. Tal metodologia foi materializada na realiza??o de oficinas pedag?gicas, entendidas como espa?os de constru??o de saberes que mobilizam ludicamente todos os envolvidos em atividades de experimenta??o musical. Do ponto de vista do conte?do, tais oficinas centraram-se no Pulso e no Ritmo, elementos b?sicos da educa??o musical, enfocando que a percep??o e a sensibiliza??o, centradas em tais elementos, n?o se limitam ? condi??o sensorial auditiva do aluno, na medida em que se elege o corpo como agente de apreens?o e de express?o. Assim, iniciamos nosso percurso de trabalho partindo da identifica??o e da percep??o do pulso, a partir do pr?prio corpo e do corpo do colega, representando-o por meio de express?es e movimentos. A partir da?, esse pulso, do corpo foi expandido para um instrumento r?tmico, o qual, em seguida, foi representado graficamente em fichas r?tmicas, num processo de leitura e de produ??o; at? chegarmos ? aula-apresenta??o do grupo musical De Pau e Lata. Em nossas an?lises, frente aos desafios e possibilidades do estudo, pudemos constatar a participa??o, de maneira satisfat?ria, de todos os alunos, realizando as atividades propostas nas aulas, questionando quando n?o compreendiam, se posicionando quando achavam necess?rio, opinando sobre o trabalho realizado, avaliando as oficinas ministradas,
interagindo, auxiliando-se nas atividades, construindo conhecimento juntos, experimentando e experienciando corporalmente elementos musicais em atividades aplicadas a ambos os grupos. Tais indicativos nos conduzem a explicitar a viabilidade do ensino de m?sica para surdos e ouvintes, em uma perspectiva bil?ngue, tendo como refer?ncia as experi?ncias corporais e o respeito ?s singularidades comunicativas e culturais dos envolvidos, assegurando, tamb?m, o agenciamento da L?ngua de Sinais como mediadora do processo ensino-aprendizagem. / The present study focuses on the development of pedagogical activities in Music Teaching, aiming to enhance the accessibility of musical knowledge for both deaf and hearing students, using a bilingual approach in regular schools. Few studies address Music and Deafness, and those that do focus exclusively on the context of special education, and specifically the deaf student, which signals the urgent need for conducting research on this issue in the context of inclusion ? empirically and carried out on school grounds. Therefore, we developed our study at a Natal City Public Elementary school, in a class of 6th graders, comprised of 37 students, 3 of whom were deaf. The objective of the study was to develop a proposal for a pedagogical intervention in Music Teaching, using a bilingual approach, with deaf and hearing students, in the context of regular school classes. The research is based on the theoretical framework presented in Penna (2010), Brito (2001) and Fonterrada (2008), with reference to music education, and Haguiara-Cervellini (2003), Finck (2009) and Louro (2006), with reference to inclusion in teaching music. To achieve this objective, we developed a proposal for intervention based on the methodological dictates of intervention research, presented in studies by Jobim and Souza (2011) in light of the theoretical concepts posited by Mikhail Bakhtin, which assert that knowledge is produced through interaction between subjects, dialogically and through alterity. This methodology was carried out in pedagogical workshops, conceived as spaces for the construction of knowledge, mobilizing participants to engage in ludic activities of musical experimentation. Content covered in these workshops focused on Pulse and Rhythm ? basic elements in music education ? demonstrating that awareness about and sensitivity to these elements is not limited to the auditory sensory perception of the student, once the entire body is used as an agent of acquisition and expression. Thus, we began the trajectory of our research from the starting point of the identification and perception of ?Pulse?, using one?s own body and the body of classmates, representing it through physical expressions and movement. Subsequently, this Pulse was extended from the body to a percussion instrument, and was then represented graphically as lines of rhythm, constituting a process of reading and writing; ultimately the intervention culminated in the class presentation with the musical group De Pau e Lata (Stick and Can). In our analysis, faced with the challenges and possibilities presented in our study, findings showed satisfactory results with regard to the participation of all of the students: completing the activities proposed in the class, asking questions when they did not understand, positioning themselves when they thought it necessary, expressing opinions about the work
completed, evaluating the workshops given, interacting, helping in the activities, constructing knowledge collaterally, experimenting and experiencing musical elements through the body in activities that applied to both groups (deaf and hearing) in the one class. These indications elucidate the viability of teaching music to deaf and hearing students, using a bilingual approach, and based on experiences with the body and communicative and cultural specificities involved, confirming, as well, the role of Sign Language as a mediator in the teaching/learning process.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20788 |
| Date | 31 July 2015 |
| Creators | Lima, Gueidson Pessoa de |
| Contributors | 40692345434, http://lattes.cnpq.br/1834832958808690, Reily, Lucia Helena, 81356013872, http://lattes.cnpq.br/2137953768970405, Silva, Luzia Guacira dos Santos, 32434472400, http://lattes.cnpq.br/1032425601643160, Magalh?es, Rita de C?ssia Barbosa Paiva, 37086081353, http://lattes.cnpq.br/0351736925269307, Alves, Jefferson Fernandes |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, 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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