O processo de ensino-aprendizagem musical: um fator de desenvolvimento integral humano no Colégio Marupiara
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Data
2019-06-04
Autores
Morais, Luciane Pereira de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objetivo elaborar uma proposta curricular voltada para o desenvolvimento integral do estudante. O estudo de caso que aqui desenvolvido, descreve e analisa os processos de ensino-aprendizagem musical como fator de desenvolvimento integral humano, realizados no Colégio Marupiara, instituição educacional privada, localizada na Zona Leste da cidade de São Paulo, durante o período de 2002 a 2017. Definiu-se o conceito de desenvolvimento integral a partir da análise e convergência do “Relatório Delors” (1996), com foco nos quatro pilares educacionais (aprender a conhecer, fazer, conviver e ser) e da “Carta da Transdisciplinaridade” (1994), complementado pelo levantamento bibliográfico. Foram levantados artigos e trabalhos acadêmicos voltados para a música na educação básica, os quais traziam as palavras-chave desenvolvimento integral ou formação integral. Analisou-se os planejamentos, projetos, notas e relatos dos processos de ensino-aprendizagem musical que desenvolvi nesse colégio. Na análise desses procedimentos, trago a epistemologia musical do ensino musical do Colégio Marupiara e defino a incontestável fundamentação deste trabalho nas ações pedagógicas relatadas pelos compositores e educadores musicais, H. J. Koellreutter e Murray Schafer. Constatei, ao final da pesquisa, a relevância em construir o currículo de música desenvolvido no colégio, obedecendo princípios pedagógicos, respeitando o Projeto Pedagógico, para além da ideia de um ensino voltado exclusivamente ao aprendizado da linguagem musical, mas investindo no exercício da sensorialidade; da percepção sobre si, do mundo e do outro; da autonomia e da criticidade, demonstrando como e confirmando que os processos de ensino-aprendizagem musicais contribuem singularmente para o desenvolvimento integral humano.
This research aims to elaborate a curricular proposal focused on the integral development of the student. The case study that develops here describes and analyzes the processes of teaching musical learning as a factor of integral human development carried out in the Colégio Marupiara, private educational institution located in the East Zone of São Paulo, during the period from 2002 to 2017. The concept of integral development was defined from the analysis and convergence of the "Delors Report" (1996), focusing on the four educational pillars (learning to know, doing, living and being) and the " Charter of Transdisciplinarity " (1994), complemented by a bibliographical survey. Articles and academic works focused on music in basic education were brought up that included the words integral development or integral formation. The planning, projects, notes and reports of the teaching-learning processes that I developed in this college were analyzed. In the analysis of these procedures, I bring the musical epistemology of the musical education of the Colégio Marupiara and I define the undeniable foundation of this work in the pedagogical actions reported by musical composers and educators H. J. Koellreutter and Murray Schafer. I found at the end of the research, the relevance of constructing the music curriculum developed in this school obeying pedagogical principles, respecting the Pedagogical Project, besides the idea of a teaching focused exclusively on learning the musical language, investing in the exercise of sensorality; perception about oneself, the world and the other; autonomy and criticality, demonstrating how and confirming that the musical teaching-learning processes contribute singularly to the integral human development.
This research aims to elaborate a curricular proposal focused on the integral development of the student. The case study that develops here describes and analyzes the processes of teaching musical learning as a factor of integral human development carried out in the Colégio Marupiara, private educational institution located in the East Zone of São Paulo, during the period from 2002 to 2017. The concept of integral development was defined from the analysis and convergence of the "Delors Report" (1996), focusing on the four educational pillars (learning to know, doing, living and being) and the " Charter of Transdisciplinarity " (1994), complemented by a bibliographical survey. Articles and academic works focused on music in basic education were brought up that included the words integral development or integral formation. The planning, projects, notes and reports of the teaching-learning processes that I developed in this college were analyzed. In the analysis of these procedures, I bring the musical epistemology of the musical education of the Colégio Marupiara and I define the undeniable foundation of this work in the pedagogical actions reported by musical composers and educators H. J. Koellreutter and Murray Schafer. I found at the end of the research, the relevance of constructing the music curriculum developed in this school obeying pedagogical principles, respecting the Pedagogical Project, besides the idea of a teaching focused exclusively on learning the musical language, investing in the exercise of sensorality; perception about oneself, the world and the other; autonomy and criticality, demonstrating how and confirming that the musical teaching-learning processes contribute singularly to the integral human development.
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Palavras-chave
Ensino musical, Desenvolvimento integral humano, Processo de ensino-aprendizagem musical, Music education, Human integral development, Musical teaching-learning process