A musicalidade das vocaliz[ações] de bebês na brincadeira sonoro-musical: um estudo de [INTER]ações entre mãe-bebê e pai-bebê
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2022-11-21
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Universidade Estadual Paulista (Unesp)
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Esta pesquisa nasce a partir dos desafios encontrados ao se trabalhar como educadora musical formadora em cursos de Licenciatura em Música e diretamente com bebês em escolas de educação infantil. As dúvidas dos licenciandos em relação à educação musical de bebês e a dificuldade em encontrar materiais didáticos, bem como teóricos em língua portuguesa, que considerem as potencialidades da criança em fase pré-verbal, para se comunicar musicalmente, delinearam o tema estudado. Tem-se como objetivo identificar os modos pelos quais o bebê faz uso dos parâmetros sonoros: altura, timbre, duração e intensidade, durante um diálogo sonoro-musical com um adulto afeiçoado. A investigação é de abordagem qualitativa e configura-se como um estudo de casos múltiplos, desenvolvido em colaboração com pais, que filmaram interações livres com seus filhos, em situações cotidianas. Foram realizadas análises criteriosas das vocaliz[AÇÕES] das crianças e dos comportamentos de duas díades mãe-bebê e uma pai-bebê, durante as interações, que foram nomeadas “brincadeiras sonoro-musicais”. A fundamentação teórica perpassa as áreas da educação musical, educação, psicologia e biopsicologia no intento de se atender e estudar o bebê em sua multidimensionalidade. Foram estudados os conceitos de musicalidade comunicativa (MALLOCH, 1999/2000; MALLOCH; TREVARTHEN, 2009) e parentalidade intuitiva (PAPOUSEK, 1996; PAPOUSEK; PAPOUSEK, 2002), a fim de se verificar a possibilidade de utilizá-los como estopim para a idealização de uma educação musical com a criança e não somente para ela. Após a escuta atenta e cuidadosa das condutas vocais das crianças e dos adultos na brincadeira sonoro-musical, infere-se que é possível, desejável e necessário que o educador utilize a musicalidade comunicativa como ponto de partida para construir, analisar e repensar a própria prática didático-pedagógica. Além de tomar o comportamento parental intuitivo como inspiração e referência a favor do desenvolvimento do potencial musical, comunicativo e inventivo de cada bebê, em experiências musicais. No que diz respeito ao estudo dos gestos vocais dos pequenos no âmbito dos parâmetros sonoros, aplicados em instituições que trabalham com bebês e na educação infantil, considera-se como achado mais relevante para a área a necessidade de atendimento individualizado nos Encontros Musicais coletivos, pois cada criança possui maneiras particulares de explorar a própria voz e interagir musicalmente com outras pessoas de modo espontâneo e inesperado.
This research is born from the challenges encountered when working as a music educator who trains in Music Licentiate courses and directly with infants in kindergarten schools. The doubts of the undergraduates in relation to the musical education of babies and the difficulty in finding didactic materials, as well as theoretical materials in Portuguese, that consider the potential of the child in the pre-verbal phase, to communicate musically, outlined the topic studied. The objective is to identify the waysin which the baby makes use of sound parameters: pitch, timbre, duration and loudness, during a sound-musical dialogue with an affectionate adult. The investigation has a qualitative approach and is configured as a multiple case study, developed in collaboration with parents, who filmed free interactions with their children in everyday situations. Careful analyzes of the children's vocalizations and the behaviors of two motherbaby and one father-baby dyads were carried out during the interactions, which were named “sound-musical play”. The theoretical foundation permeates the areas of music education, education, psychology and biopsychology in an attempt to meet the baby in its multidimensionality. The concepts of communicative musicality (MALLOCH, 1999/2000; MALLOCH; TREVARTHEN, 2009) and intuitive parenting (PAPOUSEK, 1996; PAPOUSEK; PAPOUSEK, 2002) were studied in order to verify the possibility of using them as a trigger for the idealization of a musical education with the child and not only for her. After attentive and careful listening to the vocal behaviors of children and adults in the sound-musical game, it is inferred that it is possible, desirable and necessary for the educator to use communicative musicality as a starting point to construct, analyze and rethink their own practice. didactic-pedagogical. In addition to taking intuitive parenting behavior as inspiration and reference in favor of the development of each baby's musical, communicative and inventive potential, in musical experiences. With regard to the study of the vocal gestures of the little ones within the scope of sound parameters, applied in institutions that work with infants and in early childhood education, the need for individualized care in collective Musical Encounters is considered as the most relevant finding for the area. each child has particular ways of exploring their own voice and interacting musically with other people in spontaneous and unexpected ways.
This research is born from the challenges encountered when working as a music educator who trains in Music Licentiate courses and directly with infants in kindergarten schools. The doubts of the undergraduates in relation to the musical education of babies and the difficulty in finding didactic materials, as well as theoretical materials in Portuguese, that consider the potential of the child in the pre-verbal phase, to communicate musically, outlined the topic studied. The objective is to identify the waysin which the baby makes use of sound parameters: pitch, timbre, duration and loudness, during a sound-musical dialogue with an affectionate adult. The investigation has a qualitative approach and is configured as a multiple case study, developed in collaboration with parents, who filmed free interactions with their children in everyday situations. Careful analyzes of the children's vocalizations and the behaviors of two motherbaby and one father-baby dyads were carried out during the interactions, which were named “sound-musical play”. The theoretical foundation permeates the areas of music education, education, psychology and biopsychology in an attempt to meet the baby in its multidimensionality. The concepts of communicative musicality (MALLOCH, 1999/2000; MALLOCH; TREVARTHEN, 2009) and intuitive parenting (PAPOUSEK, 1996; PAPOUSEK; PAPOUSEK, 2002) were studied in order to verify the possibility of using them as a trigger for the idealization of a musical education with the child and not only for her. After attentive and careful listening to the vocal behaviors of children and adults in the sound-musical game, it is inferred that it is possible, desirable and necessary for the educator to use communicative musicality as a starting point to construct, analyze and rethink their own practice. didactic-pedagogical. In addition to taking intuitive parenting behavior as inspiration and reference in favor of the development of each baby's musical, communicative and inventive potential, in musical experiences. With regard to the study of the vocal gestures of the little ones within the scope of sound parameters, applied in institutions that work with infants and in early childhood education, the need for individualized care in collective Musical Encounters is considered as the most relevant finding for the area. each child has particular ways of exploring their own voice and interacting musically with other people in spontaneous and unexpected ways.
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Música - Instrução e estudo, Música e crianças, Educação - Participação dos pais, Brincadeiras