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Previous issue date: 2016-12-20 / O presente trabalho tem como objetivo identificar/revelar e refletir sobre as representa??es sociais que mediam as rela??es entre a adultez e o ensino de instrumentos musicais de tradi??o conservatorial. O interesse ? a investiga??o da dimens?o simb?lica envolvida no processo de musicaliza??o de adultos e as t?cnicas e m?todos que fazem parte dos processos de musicaliza??o ou ensino de m?sica. Para tanto, foram entrevistados alunos e professores da Escola de M?sica da Universidade Federal do Rio Grande do Norte (UFRN), que atuam no ?mbito dos cursos de forma??o em instrumento. Foi utilizado como referencial te?rico o conceito de representa??o social de Moscovici (2009) e Jodelet (2001), para definir o objeto de pesquisa; a teoria de Bourdieu (2008, 2010), e sua aplica??o por Pereira (2012), para dar conta das intera??es entre as representa??es estudadas e as estruturas nas quais est?o inseridas; e a teoria sociol?gica da adultez de Sousa (2012), para definir o adulto em di?logo com as representa??es em que ele est? inserido. Como metodologia, foi utilizado um levantamento bibliogr?fico referente ao tema, que nos forneceu elementos para a aplica??o de entrevistas semiestruturadas, segundo a proposta de Spink (2013) de pesquisa qualitativa e an?lise das representa??es sociais. Dentre os resultados, foram encontradas diversas evid?ncias de representa??es expressas e explicitadas em v?rios trabalhos acad?micos ao longo do levantamento bibliogr?fico, bem como evid?ncias de representa??es sociais a respeito da musicaliza??o de adultos dentre alunos e professores da Escola de M?sica da UFRN. Tais representa??es aparecem fortemente associadas ? percep??o do tempo de estudo (em anos e em horas cotidianas), e de profissionaliza??o (segundo os ideais e pr?ticas conservatoriais), que orientam a valora??o da inicia??o musical na idade mais precoce poss?vel (?melhor idade para inicia??o?), de modo, a garantir o cumprimento das demandas associadas a forma??o musical representada pelos entrevistados. Sendo assim, a inicia??o de adultos ? representada socialmente no meio pesquisado como uma inicia??o problem?tica que requer a supera??o de diversos obst?culos e que n?o se d? em conson?ncia com o modelo de aluno e de profissional almejado pelos cursos de forma??o e pelo meio profissional. / The present work aims to identify/reveal and reflect on the social representations that mediate the relationships between adulthood and the teaching of musical instruments of conservatory tradition. The interest is the investigation of the symbolic dimension involved in the process of adult musicalization and the techniques and methods that are part of the processes of musicalization or teaching of music. Therefore, students and professors from the School of Music of the Federal University of Rio Grande do Norte (UFRN) were interviewed, who work in the basic, technical, higher (baccalaureate) and postgraduate ( Master's degree). The concept of social representation of Moscovici (2009) and Jodelet (2001) was used as a theoretical reference, to define our research object; Bourdieu's theory (2008, 2010), and its application in the field of musical education by Pereira (2012), to account for the interactions between the representations studied and the structures in which they are inserted; And Sousa's sociological theory of adulthood (2012), to define the adult in dialogue with the representations in which he is inserted and with the social context that surrounds him. As a methodology, a bibliographic survey was used, which provided us with elements for the application of semi-structured interviews, according to Spink's (2013). Among the results, we found several evidences of explicit and explicit representations in several academic works along the bibliographical survey, as well as evidences of social representations regarding the musicalization of adults among students and professors of the School of Music of UFRN. These representations are strongly associated with the perception of study time (in years and in daily hours), and professionalization (according to conservatory ideals and practices), which guide the valuation of musical initiation at the earliest possible age ("better age for initiation "), so as to guarantee the fulfillment of the demands associated with the musical formation represented by the interviewees. Therefore, adult initiation is represented socially in the researched environment as a problematic initiation that requires the overcoming of several obstacles and that is not in accordance with the model of student and professional sought by the training courses and the professional environment.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22646 |
| Date | 20 December 2016 |
| Creators | Andrade, Magno Augusto Job de |
| Contributors | 84491540659, http://lattes.cnpq.br/9224599605968743, Pereira, Marcus Vinicius Medeiros, 05597345656, http://lattes.cnpq.br/2498204826579831, Oliveira, M?rio Andr? Wanderley, 07910602685, http://lattes.cnpq.br/3051960153236945, Mendes, Jean Joubert Freitas |
| 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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