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Previous issue date: 2008-03-06 / This study investigates the implications between the musical theory and pedagogical practice based on a study that questions the reasons why some students feel incapable of learning the music language, as well as, if the musical codes are truly so difficult to be apprehended by them. To answer these questions takes itself as reference, the classes I have minister while teaching the disciplines: Music Workshop and Music Language I in the Art Department, Scenic Art Course at the Federal University of Rio Grande do Norte. I have searched the knowledge that constitutes the teacher formation based on the union between the pedagogical efficiency and sensibility, searching in the Corporality the theoretical port for my investigation. This way, advocating is a methodological principle for musical education originated from the experience of knowledge: creating, playing, feeling, thinking, and the interaction among them, conducting the students not only to music learning, but to a process of human formation. It adopts itself as methodological resource, amongst the qualitative methods, some of the techniques that are associated with the ethnographic research, for having as its main objective, to study the meaning of the actions and events of the investigated group. The analysis of the data leads to the conclusion that when the teacher displays his or her pedagogical knowledge in an environment constructed with affectivity, in a playful and pleasant form, the assimilation and construction of the musical concepts happen naturally and efficiently, surpassing the taboo that music learning is only possible to the especially well endowed people for music. Very aware that the scientific debate is important for the strengthening of formative programs involved in the growth and consolidation of the musical teaching and learning area, it is expected to promote this research discussions and reflections in the general educational field with this research, as well as, to contribute significantly to the specific growth of musical education / Este estudo investiga as implica??es entre a teoria e a pr?tica pedag?gica musical com base em quest?es de estudo sobre o porqu? de alguns alunos (as) se sentirem incapazes para aprender a linguagem musical, bem como, se os c?digos musicais s?o verdadeiramente t?o dif?ceis de serem apreendidos pelos mesmos. Para responder a essas quest?es toma-se como refer?ncia as aulas ministradas nas disciplinas Oficina de M?sica e Linguagem Musical I, ambas desenvolvidas no Departamento de Artes da Universidade Federal do Rio Grande do Norte no curso de Educa??o Art?stica Habilita??o Artes C?nicas. A pesquisa sobre saberes constitui a forma??o docente fundamentada na uni?o entre a sensibilidade e a efici?ncia pedag?gica, buscando na Corporeidade, o aporte te?rico para as investiga??es. Nesse sentido, defende-se um princ?pio metodol?gico para a educa??o musical gerado a partir da viv?ncia dos saberes criar, brincar, sentir, pensar, que, ao interagirem entre si, levam o (a) aluno (a) n?o apenas ao saber musical, mas a um processo de forma??o humana. Adota-se como recurso metodol?gico, dentre os m?todos qualitativos, algumas das t?cnicas que s?o associadas ? pesquisa etnogr?fica, por terem como principal objetivo estudar o significado das a??es e dos eventos para o grupo investigado. A an?lise dos dados leva a concluir que quando o professor exp?e os seus saberes pedag?gicos num ambiente constru?do com afetividade, de forma l?dica e prazerosa, a assimila??o e constru??o dos conceitos musicais acontecem naturalmente, superando-se o tabu de que o aprendizado musical s? ? poss?vel ?s pessoas especialmente bem dotadas para a m?sica. Ciente de que o debate cient?fico torna-se fundamental para o fortalecimento de programas formativos comprometidos com o crescimento e consolida??o da ?rea do ensino e aprendizagem da m?sica, espera-se com esta pesquisa fomentar discuss?es e reflex?es na ?rea da educa??o em geral, bem como contribuir significativamente para o crescimento espec?fico da Educa??o Musical
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14140 |
| Date | 06 March 2008 |
| Creators | Silva, Val?ria Carvalho da |
| Contributors | CPF:44911432853, http://lattes.cnpq.br/3129464523005303, Queiroz, Luiz Ricardo de, CPF:78446074672, Souza, Elizeu Clementino de, CPF:38536790563, http://lattes.cnpq.br/3968241717391173, Pereira, Francisco de Assis, CPF:08613451420, Alves, Jefferson Fernandes, CPF:40692345434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6, Melo, Jos? Pereira de, Claro, Edson C?sar Ferreira |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| 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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