Superdotação musical: genética, meio familiar/escolar, dom ou tudo isso junto?
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Data
2021-03-30
Autores
Lopes Junior, Carlos Roberto
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo refletir acerca da superdotação musical, com alguns questionamentos: ela é fruto do meio? É um dom? É genética? Ou é tudo isso junto? Para que tal meta fosse alcançada, lançou-se mão da pesquisa bibliográfica e da utilização de entrevistas, as quais, somadas à técnica de análise de dados do Discurso do Sujeito Coletivo, constituem a metodologia do trabalho. Inicialmente, buscou-se construir um breve histórico a propósito do ensino de música nos meios formais, abarcando desde o Período Colonial até a promulgação da Lei nº 11.769, de 2008, bem como um relato da criação e desenvolvimento da Rede Federal de Educação Profissional e Tecnológica. Concomitantemente, realizou-se um levantamento a respeito da temática das Altas Habilidades/Superdotação. O ensino formal de música, no Brasil, trilhou um longo caminho e, nesse desenrolar de tempo, ocorreram relevantes mutações, ocasionadas tanto pelo arbítrio governamental como pelas lutas de educadores e artistas, que consideram a arte sonora um importante instrumento de educação, cultura e transformação social. Na contemporaneidade, o ensino de música nos espaços formais precisa recuperar seu prestígio, dado que, mesmo com as legislações garantindo sua presença, no ambiente escolar, existem muitos entraves que inviabilizam uma fruição dessa linguagem artística nas unidades de ensino. Em situação análoga está o atendimento dos estudantes com comportamentos de Altas Habilidades/Superdotação, que veem seu potencial ser subaproveitado, em decorrência da falta de identificação e assistência. Este estudo comenta o desenvolvimento científico desse campo do saber, menciona a questão da nomenclatura e das leis que referendam a área, no Brasil, faz a explicação de termos próprios e apresenta um levantamento versando sobre as prováveis origens das altas habilidades/superdotação. Concatenando as temáticas, conceituou-se, à luz de importantes pesquisadores, o que vem a ser a superdotação musical. Promoveu-se uma entrevista com os docentes da Orquestra Sinfônica Comunitária do Instituto Federal, cujas perguntas foram elaboradas com o intuito de se investigar o conhecimento desses professores a respeito das Altas Habilidades/Superdotação, quais as qualidades que eles atribuem a um aluno musicalmente superdotado e como identificam, em suas turmas, esses estudantes. A análise dos dados indicou que a nomenclatura, além de alguns mitos e crenças, até este momento, representam um entrave no rastreio e no reconhecimento dos indivíduos superdotados, contudo, no que se refere especificamente à superdotação musical, os educadores foram capazes de apontar, assertivamente, algumas das características, as quais, academicamente, são reconhecidas como evidências da superdotação na arte dos sons.
This research aimed to investigate the origin of musical giftedness, that is, is it the result of the environment? It is a gift? Is it genetic? Or is it all together? In order for this goal to be achieved, bibliographic research and the use of interviews were used, which added to the Collective Subject Discourse data analysis technique constitute the methodology of the work. We sought to build a brief history about the teaching of music in formal environments, covering from the Colonial Period until the enactment of Law 11,769 of 2008, as well as a report on the creation and development of the Federal Network of Professional and Technological Education. At the same time, a survey was carried out on the theme of High Abilities / Giftedness. Formal music education in Brazil has come a long way and in this development of time there have been significant mutations, caused both by government agency and by the struggles of educators and artists, who consider sound art to be an important instrument of education, culture and social transformation. Nowadays, music teaching in formal spaces needs to regain its prestige, given that, even with the legislation guaranteeing its presence in the school environment, there are many obstacles that prevent the enjoyment of this artistic language in the teaching units. In a similar situation is the attendance of students with behaviors of High abilities / Giftedness, who see their potential to be underutilized due to the lack of identification and assistance. This study comments on the scientific development of this field of knowledge, mentions the issue of nomenclature and the laws that refer to the area in Brazil, explains its own terms and presents a survey dealing with the probable origins of high abilities / giftedness. Concatenating the themes, it was conceptualized, in the light of important researchers, what comes to be musical giftedness. An interview was conducted with the teachers of the Community Symphonic Orchestra of the Federal Institute, whose questions were elaborated in order to investigate the knowledge of these teachers regarding High abilities / Giftedness, what qualities do they attribute to a musically gifted student and how identify these students in their classes. The analysis of the data indicated that the nomenclature, as well as some myths and beliefs, up to this moment represent an obstacle in the screening and recognition of gifted individuals, however, with regard specifically to musical giftedness, educators were able to assertively point out, some of the characteristics that, academically, are recognized as evidence of giftedness in the art of sounds.
This research aimed to investigate the origin of musical giftedness, that is, is it the result of the environment? It is a gift? Is it genetic? Or is it all together? In order for this goal to be achieved, bibliographic research and the use of interviews were used, which added to the Collective Subject Discourse data analysis technique constitute the methodology of the work. We sought to build a brief history about the teaching of music in formal environments, covering from the Colonial Period until the enactment of Law 11,769 of 2008, as well as a report on the creation and development of the Federal Network of Professional and Technological Education. At the same time, a survey was carried out on the theme of High Abilities / Giftedness. Formal music education in Brazil has come a long way and in this development of time there have been significant mutations, caused both by government agency and by the struggles of educators and artists, who consider sound art to be an important instrument of education, culture and social transformation. Nowadays, music teaching in formal spaces needs to regain its prestige, given that, even with the legislation guaranteeing its presence in the school environment, there are many obstacles that prevent the enjoyment of this artistic language in the teaching units. In a similar situation is the attendance of students with behaviors of High abilities / Giftedness, who see their potential to be underutilized due to the lack of identification and assistance. This study comments on the scientific development of this field of knowledge, mentions the issue of nomenclature and the laws that refer to the area in Brazil, explains its own terms and presents a survey dealing with the probable origins of high abilities / giftedness. Concatenating the themes, it was conceptualized, in the light of important researchers, what comes to be musical giftedness. An interview was conducted with the teachers of the Community Symphonic Orchestra of the Federal Institute, whose questions were elaborated in order to investigate the knowledge of these teachers regarding High abilities / Giftedness, what qualities do they attribute to a musically gifted student and how identify these students in their classes. The analysis of the data indicated that the nomenclature, as well as some myths and beliefs, up to this moment represent an obstacle in the screening and recognition of gifted individuals, however, with regard specifically to musical giftedness, educators were able to assertively point out, some of the characteristics that, academically, are recognized as evidence of giftedness in the art of sounds.
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Palavras-chave
Altas habilidades/superdotação, Educação musical, Rede federal de educação tecnológica, High abilities/giftedness, Musical education, Federal technology education network