Enny Parejo: reflexões a respeito de sua prática pedagógica como educadora musical
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Data
2022-11-22
Autores
Correia, Aline Souza [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O tema abordado no presente trabalho de conclusão de curso versa acerca das práticas
pedagógicas desenvolvidas pela educadora musical Enny Parejo em conexão com sua história
de vida. Localizar e atribuir os materiais da educadora abordada demonstrou ser relevante na
medida que se coloca em destaque a abordagem “Iniciação e Sensibilização Musical”, criada
por ela. Visa conhecer e estudar as práticas pedagógicas criadas por Enny Parejo para a
formação de educadores musicais e identificar as suas contribuições na área da educação
musical na contemporaneidade, evidenciando propostas que vão além das recorrentemente
mencionadas por educadores em cursos de Licenciatura em Música, como também, cursos para
formação continuada e capacitações. Para a abordagem destes assuntos foi utilizada a pesquisa
qualitativa configurando-se como estudo de caso e a elaboração da entrevista episódica. A
referida proposta didático-pedagógica se mostrou ser atual, visto que procura atender a
necessidades da sociedade contemporânea por meio de propostas que contribuem para o
desenvolvimento humano, além dos aspectos referentes à aprendizagem musical. Tendo em
vista a prática pedagógica de Enny Parejo como um novo paradigma filosófico possível para a
Educação Musical, pode-se enxergar em sua prática didática o estímulo da escuta musical
sensível como uma base importante para o desenvolvimento da expressão e aprendizagem
musical. Visando sua proposta de trabalho para formação de educadores, ela prepara o professor
para atuar expressiva e criativamente frente aos alunos e prepara um espaço de trocas e reflexão
sobre a própria prática, para que assim se possa repensar constantemente as necessidades
ligadas aos métodos de ensino e seu desenvolvimento.
Abstract: The theme addressed in this course completion paper is about the pedagogical practices developed by music educator Enny Parejo in connection with her life story. Locating and attributing the materials of the educator in question proved to be relevant to the extent that the "Music Initiation and Sensitization" approach, created by her, is highlighted. The objective was to get to know and study the pedagogical practices created by Enny Parejo for the formation of music educators and to identify her contributions in the area of contemporary music education, evidencing proposals that go beyond those recurrently mentioned by educators in Music Education courses, as well as courses for continued education and training. In order to approach these issues, qualitative research was used, being configured as a case study, as well as the elaboration of an episodic interview. This didactic-pedagogical proposal proved to be up to date, since it seeks to meet the needs of contemporary society by means of proposals that contribute to human development, besides the aspects related to musical learning. By presenting her pedagogical practice as a possible new philosophical paradigm for Music Education, one can see in her didactic practice the stimulus of sensitive musical listening as an important basis for the development of musical expression and learning. In her work proposal for the formation of educators, she aims at preparing the teacher to act expressively and creatively in front of the students, providing a space for exchange and reflection on one's own practice, so that one can constantly rethink the needs related to teaching methods and his or her development.
Abstract: The theme addressed in this course completion paper is about the pedagogical practices developed by music educator Enny Parejo in connection with her life story. Locating and attributing the materials of the educator in question proved to be relevant to the extent that the "Music Initiation and Sensitization" approach, created by her, is highlighted. The objective was to get to know and study the pedagogical practices created by Enny Parejo for the formation of music educators and to identify her contributions in the area of contemporary music education, evidencing proposals that go beyond those recurrently mentioned by educators in Music Education courses, as well as courses for continued education and training. In order to approach these issues, qualitative research was used, being configured as a case study, as well as the elaboration of an episodic interview. This didactic-pedagogical proposal proved to be up to date, since it seeks to meet the needs of contemporary society by means of proposals that contribute to human development, besides the aspects related to musical learning. By presenting her pedagogical practice as a possible new philosophical paradigm for Music Education, one can see in her didactic practice the stimulus of sensitive musical listening as an important basis for the development of musical expression and learning. In her work proposal for the formation of educators, she aims at preparing the teacher to act expressively and creatively in front of the students, providing a space for exchange and reflection on one's own practice, so that one can constantly rethink the needs related to teaching methods and his or her development.
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Palavras-chave
Música - Instrução e estudo, Professores de música - Formação, Professores Formação, Aprendizagem