Música na escola básica: experiências de criar, apreciar e performar na Oficina de Musicalização através da flauta doce com alunos do Ensino Fundamental em tempo de distanciamento físico
The present work refers to research with the experiences of composing, auditioning, and performing in the Musicalization Workshop with the flute at Municipal School Professor Arnaldo Monteiro Bezerra, in Natal, RN, during the period of physical distancing. The general objective is to expose, reflect...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Norte (UFRN) |
| Repositorio: | Repositório Institucional da UFRN |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufrn.br:123456789/52693 |
| Acceso en línea: | https://repositorio.ufrn.br/handle/123456789/52693 |
| Access Level: | acceso abierto |
| Palabra clave: | Ensino-aprendizagem Educação musical Educação básica Flauta doce Musicalização CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES |
| Sumario: | The present work refers to research with the experiences of composing, auditioning, and performing in the Musicalization Workshop with the flute at Municipal School Professor Arnaldo Monteiro Bezerra, in Natal, RN, during the period of physical distancing. The general objective is to expose, reflect, analyze and discuss how these experiences impact and reflect on human musical formation. This is an evaluative investigation of the developments and impacts of music in the formation of students in education. The lived experiences and the developed activities were carried out in Elementary School, permeated by action research in a qualitative approach, using class records through images, writings, and filming, as well as interviews with students and testimonials from family members, teachers, and management staff. As the main theoretical contributions of Music Education, we used Swanwick (2003a, 2003b, 2014), Penna (2010), Loureiro (2003), Brito (2019), and Bastian (2018). In the context of the Covid-19 pandemic, we have Cruz (2020) and Ricci and Vieira (2020). In the reflections on the knowledge of experience, we seek foundation in Bondiá (2018) and Santana (2010). We conclude that it was a successfully developed project, both on the pedagogical and artistic sides, reflecting actions with noticeable results in the musical, personal, and social learning and growth of the students, who developed artistically and musically, cognitively and culturally. This experience can offer discussions that encourage the teaching of music in schools, pointing out possible paths in the teaching and learning relationships. |
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