Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-04T00:24:30Z
No. of bitstreams: 1
JoaoGomesDaRocha_DISSERT.pdf: 1434322 bytes, checksum: 26e02047e7d032921309df6bd4b66d79 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-12T20:04:56Z (GMT) No. of bitstreams: 1
JoaoGomesDaRocha_DISSERT.pdf: 1434322 bytes, checksum: 26e02047e7d032921309df6bd4b66d79 (MD5) / Made available in DSpace on 2017-04-12T20:04:56Z (GMT). No. of bitstreams: 1
JoaoGomesDaRocha_DISSERT.pdf: 1434322 bytes, checksum: 26e02047e7d032921309df6bd4b66d79 (MD5)
Previous issue date: 2016-12-12 / A proposta para o presente trabalho surgiu a partir de pesquisa realizada pelo Grupo de Estudos e Pesquisa em M?sica (GRUMUS) da Universidade Federal do Rio Grande do Norte (UFRN) que ao verificar como ocorria o ensino de m?sica nas escolas municipais do Natal-RN constatou que a pr?tica musical extracurricular era bastante acentuada. Tais pr?ticas ocorriam a partir das oficinas de m?sica do Programa Mais Educa??o, que na fala dos gestores cumpria o que determinava a lei 11.769/2008. Alguns aspectos como gest?o do programa, a pr?tica pedag?gica dos monitores e aprendizagem dos alunos por meio das aulas de m?sica das oficinas se destacaram como itens relevantes para a pesquisa e foram os pontos centrais deste estudo. Neste sentido, procuramos compreender como ocorria a inser??o da m?sica atrav?s da proposta da oficina do programa Mais Educa??o no contexto escolar. Por meio de uma abordagem qualitativa, fizemos uso do estudo multicaso como t?cnica de pesquisa realizado em duas escolas da rede municipal do Natal, visando responder a seguinte quest?o: de que forma as aulas de m?sica que s?o ministradas no Programa Mais Educa??o est?o inseridas no contexto escolar? Para isso, foram utilizados como instrumentos de coleta de dados, observa??es estruturadas, entrevistas semiestruturadas e informais. Trabalhos de autores como Cavaliere (2002; 2007; 2010), Moll (2010; 2012), Penna (2011; 2012; 2013; 2014), entre outros serviram de embasamento te?rico para a constru??o do presente estudo. Conclu?mos que a pr?tica musical desenvolvida nas escolas acontecia como uma atividade secund?ria, sendo diretamente influenciada pela forma como era gerido o programa, pela pr?tica pedag?gica dos monitores e a pr?pria concep??o que os alunos tinham sobre as aulas de m?sica. Acreditamos que se desenvolvida de forma consciente a pr?tica musical nas oficinas pode contribuir significativamente para a forma??o humana dos alunos. / The proposal for this present work was imagined as a result of a research made by the group of studies and research of music (GRUMUS) of Universidade Federal do Rio Grande do Norte (UFRN), which, upon verifying how the teaching of music happened in public city schools in Natal - RN concluded the extracurricular musical practice was very strong. Such musical practice happened through music workshops ran by the More Education Programme (Programa Mais Educa??o), which as stated by its managers, obeyed what was determined by statute n? 11.769/2008. Some aspects as programme management, monitors' pedagogical practice and students' learning through the music workshops' classes were highlighted as relevant itens for research and were the main topics of this study. Hence, we mean to comprehend how this music insertion occurred through the workshops ran by the More Education Programme set in a school context. Using a qualitative approach, we made use of a multicase study as research technique which took place on two public schools ran by the city in Natal, meaning to answer the following question: in which ways the music classes ran on the More Eduction Programme are inserted in a school environment? To reach that answer, data collecting tools, structured observation, informal and semistructured interviews were used. Works of authors such as Cavaliere (2002;2007;2010), Moll (2010;2012), Penna (2011;2012;2013;2014), among others, served as theoretical background for the building up of this paper. We conclude that the musical practice developed on schools happened as a secondary activity, being directly influenced by the way the programme was managed, as well by its monitors' pedagogical practice and by the students' own conception of the music classes. We believe that, once consciously developed, the musical practice at the workshops can contribute significantly for the students' human formation.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22644 |
| Date | 12 December 2016 |
| Creators | Rocha, Jo?o Gomes da |
| Contributors | 46752900787, http://lattes.cnpq.br/3105836389884284, Almeida, Cristiane Maria Galdino de, 36157520400, http://lattes.cnpq.br/7567236180576595, Queiroz, Luis Ricardo Silva, 78446074672, http://lattes.cnpq.br/5224390361847356, Carvalho, Val?ria L?zaro de |
| 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 |
Page generated in 0.0022 seconds