Processos criativos, experimentação e estesia em educação musical
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Data
2020-09-03
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação de mestrado trata de vivências e experiências em educação musical com alunos de 6 e 7 anos do 1º ano do ensino fundamental de uma escola pública na periferia da zona sul da cidade de São Paulo. Apresenta propostas de vivências a partir da sala de aula, em uma perspectiva de educação musical criativa, crítica, democrática, cultural e humana, com atenção especial à convivência, olhar sobre a diversidade e às diferenças, em busca de experiências. Parte-se de jogos envolvendo o criar, explorar o movimento, o corpo, os sons e as materialidades sonoras de forma imaginativa. Jogar nos espaços e pelos espaços em busca de transformação das relações e conexões. Apresenta propostas de ações de ocupação criativa do espaço escolar, envolvendo afetos e pertencimento. Relata a prática da sala de aula por meio de um estudo de caso de abordagem qualitativa que inclui a observação participante. Mediante uma construção rizomática, a teia teórica parte de Deleuze e Guattari (2011), revisitados por Gallo na educação. Trata da vivência e da experiência a partir de Dewey (2010) e Larrosa (2004), compreende os aspectos de inclusão social com Sawaia (2001), criatividade a partir de Vigotski (2018), o espaço escolar com Freire (2002, 2001, 1989), Gallo (2017) e Foucault (1987), estesia a partir de Duarte Jr. (2000), Martins e Picosque (2012). Na educação musical, com Brito (2019, 2009a, 2009b, 2007, 2003), Delalande (2019) e Gainza (2002, 1988, 1987).
This master's dissertation deals with experiences in music education with 6 and 7-year-old students from the 1st grade of a public and elementary school at a school in the suburbs of the south zone of the city of São Paulo. It presents proposals for experiences from the classroom, from a perspective of creative, critical, democratic, cultural, and human musical education, with special attention to coexistence, looking at diversity and differences. It starts with games involving creating, exploring movement, body, sounds, and sonority materialities in an imaginative way. Play in spaces and through spaces in search of the transformation of relationships and connections. It presents proposals for actions of creative occupation of the school space, involving affections and belonging. Reports the classroom practice, in a methodological design with a qualitative approach that includes participant observation. Through a rhizomatic construction, the theoretical web starts from Deleuze and Guattari (2011), revisited by Gallo in education. It deals with the experience from Dewey (2010) and Larrosa (2004), it includes the aspects of social inclusion with Sawaia (2001), creativity from Vigotski (2018), the school space with Freire (2002, 2001, 1989), Gallo (2017) and Foucault (1987), estese from Duarte Jr. (2000), Martins and Picosque (2012). In music education, with Brito (2019, 2009a, 2009b, 2007, 2003), Delalande (2019), and Gainza (2002, 1988, 1987).
This master's dissertation deals with experiences in music education with 6 and 7-year-old students from the 1st grade of a public and elementary school at a school in the suburbs of the south zone of the city of São Paulo. It presents proposals for experiences from the classroom, from a perspective of creative, critical, democratic, cultural, and human musical education, with special attention to coexistence, looking at diversity and differences. It starts with games involving creating, exploring movement, body, sounds, and sonority materialities in an imaginative way. Play in spaces and through spaces in search of the transformation of relationships and connections. It presents proposals for actions of creative occupation of the school space, involving affections and belonging. Reports the classroom practice, in a methodological design with a qualitative approach that includes participant observation. Through a rhizomatic construction, the theoretical web starts from Deleuze and Guattari (2011), revisited by Gallo in education. It deals with the experience from Dewey (2010) and Larrosa (2004), it includes the aspects of social inclusion with Sawaia (2001), creativity from Vigotski (2018), the school space with Freire (2002, 2001, 1989), Gallo (2017) and Foucault (1987), estese from Duarte Jr. (2000), Martins and Picosque (2012). In music education, with Brito (2019, 2009a, 2009b, 2007, 2003), Delalande (2019), and Gainza (2002, 1988, 1987).
Descrição
Palavras-chave
Educação musical, Experiência, Educação básica, Estesia, Pertencimento, Musical education, Public school, Experience, Esthesia, Belonging, Música – Instrução e estudo, Integração social, Criatividade nas crianças, Educação de crianças