Diálogo, protagonismo e criatividade: a cocriação na aprendizagem musical
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Data
2017-09-15
Autores
Valiengo, Camila
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese tem como temática central a discussão a respeito da aprendizagem na Educação Musical pelas crianças, de maneira que possam mostrar-se como protagonistas, criativas e dialógicas. Para estabelecer esse sentido, partiu-se da metáfora de uma “viagem”, utilizando como Metodologia o conceito de Cartografia, baseado no pensamento rizomático de Deleuze e Guattari. Essa viagem, portanto, tem como objetivo principal compreender a cocriação no processo de aprendizagem musical entre crianças e professores, e deu-se na EMIA – Escola Municipal de Iniciação Artística, em São Paulo. São “coordenadas” deste caminho as premissas teóricas de várias áreas do conhecimento: Educação (Freire e Rinaldi); Educação Musical (Koellreutter, Gainza, Schaffer, Fonterrada, Kater, Brito), Psicologia (teoria histórico-cultural de Vigotsky); Sociologia da Infância (Sarmento) e Filosofia (Larrosa, Gallo, Deleuze e Guatarri). As análises de dados gerados pelas observações foram estabelecidas como “atalhos” para chegar a reflexões acerca da cocriação, e as “estalagens” são derivadas das rodas de conversa. Esses encontros culminam em um “rio fértil” que cruza o caminho (a discussão sobre as experiências e a cocriação), e permite reconhecer processos inventivos e de produção de subjetividades que levam a compreender a importância da cocriação entre crianças e professores no processo de aprendizagem musical, ao compor uma comunidade participativa. Os procedimentos metodológicos utilizados foram: observação, entrevistas, registro em diário de bordo, fotos, filmagens e rodas de conversas com as turmas observadas. Como considerações finais destacam-se: a concepção de criança como um sujeito capaz, criativo e cocriador do seu processo de aprendizagem; a influência do professor e das famílias na educação; as experiências vivenciadas no parque e nas brincadeiras, como propulsoras de novos aprendizados; a possibilidade de troca de instrumentos e de linguagens, de escolhas, de participação, de diálogo e de protagonismo como elementos fundamentais no processo de cocriação das crianças, apontando para a necessidade de, na atualidade, caminhar por caminhos em que a criança seja valorizada em suas potencialidades, e considerada sujeito de seu próprio aprendizado.
This thesis has as main theme the discussion about learning in musical education by children, in a way they can be considered protagonists, creative and dialogical. In order to establish this direction, the metaphor of a voyage was adopted, using as methodology the concept of cartography, based on rizomatic thinking of Deleuze and Guattari. This journey, therefore, has as its central goal to comprehend cocreation in the learning process enclosing children and teachers and too place at EMIA (Municipal School of Artistic Initiation). “Coordinates” of this drive are theoretical premises of various knowledge areas: education (Freire and Rinaldi); musical education (Koellreutter, Gainza, Schaffer, Fonterrada, Kater, Brito) psychology (Vigotsky’s historic-cultural theory); childhood sociology (Sarmento) and philosophy (Larrosa, Gallo, Deleuze e Guattari). Analysis of data generated by observations were operated as “bypaths” to come closer to reflections on cocreation, and “auberges” are derived from conversation circles. This encounters culminate in a “fertile river” which crosses the drive (discussion on experiences and cocreation), and allows to recognize inventive and subjectivity processes which lead to a comprehension of the cocreation constructed by children and teachers in the process of musical education, composing a collaborative community. The methodological procedures adopted was: observation, interview with principal and pedagogical advisor, records on logbook, pictures, filmmaking and conversation circles with the two observed classes. As final considerations are emphasized: the conception of child as capable subject, creative and cocreator of its own learning process; the influence of the teacher and of the family on the education; experiences lived in park and during the children’s play as new learnings propellers; the possibility of changing musical instruments and languages, of choosing, of participation, of dialogue and of protagonism as fundamental elements in children cocreation process.
This thesis has as main theme the discussion about learning in musical education by children, in a way they can be considered protagonists, creative and dialogical. In order to establish this direction, the metaphor of a voyage was adopted, using as methodology the concept of cartography, based on rizomatic thinking of Deleuze and Guattari. This journey, therefore, has as its central goal to comprehend cocreation in the learning process enclosing children and teachers and too place at EMIA (Municipal School of Artistic Initiation). “Coordinates” of this drive are theoretical premises of various knowledge areas: education (Freire and Rinaldi); musical education (Koellreutter, Gainza, Schaffer, Fonterrada, Kater, Brito) psychology (Vigotsky’s historic-cultural theory); childhood sociology (Sarmento) and philosophy (Larrosa, Gallo, Deleuze e Guattari). Analysis of data generated by observations were operated as “bypaths” to come closer to reflections on cocreation, and “auberges” are derived from conversation circles. This encounters culminate in a “fertile river” which crosses the drive (discussion on experiences and cocreation), and allows to recognize inventive and subjectivity processes which lead to a comprehension of the cocreation constructed by children and teachers in the process of musical education, composing a collaborative community. The methodological procedures adopted was: observation, interview with principal and pedagogical advisor, records on logbook, pictures, filmmaking and conversation circles with the two observed classes. As final considerations are emphasized: the conception of child as capable subject, creative and cocreator of its own learning process; the influence of the teacher and of the family on the education; experiences lived in park and during the children’s play as new learnings propellers; the possibility of changing musical instruments and languages, of choosing, of participation, of dialogue and of protagonism as fundamental elements in children cocreation process.
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Palavras-chave
Educação Musical, Protagonismo, Diálogo, Criatividade, Cocriação, Musical education, Protagonism, Dialogue, Cocreation