Educação musical humanizadora : uma experiência com crianças no campo da educação não formal

• Ano de defesa: 2017
• Autor(a) principal: Justino, Jussara Aparecida de Paula
• Orientador(a): Joly, Ilza Zenker Leme
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Processos educativos; Educação musical humanizadora; Educação não formal
• Palavras-chave em Inglês: Educational processes; Musical education humanizing; Non- formal education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/9309

This research took place in the Curumim Program at the SESC unit in the city of Araraquara / SP, with children from 7 to 12 years of age, Children whose parents work in the commercial area and in tourism. The program aims at the integral development of the child through cultural, artistic and sports activities that prioritize the playfulness and quality of life. The general objective of the research was to identify possibilities in the development of educational and musical processes with children from the perspective of non - formal education, valuing a dialogical praxis between children and researcher. The research was based on authors of music education, such as Brito (2001, 2003, 2007), Koellreutter (1997), Joly and Severino (2016), who supported the concepts of music education, articulated with other area theorists. . In order to understand and contextualize non-formal education, the contributions came from research on texts by Gohn (2007, 2008), Garcia (2015), Park and Fernandes (2005, 2015), authors who have been studying the systematization of this area of study in Brazil. The research still relied mainly on the thinking of Freire (2014) to understand the exchange between knowledge and dialogical praxis. The methodology had a qualitative approach, with reflections based on some of the concepts of the Phenomenology, based on authors such as Merleau-Ponty (2011, 2013, 2014), Bicudo (2011), Martins e Bicudo ) And Rezende (1990). Data collection was based on Bogdan and Biklen (1994), children's drawings and writings, and photos of some of the musical moments. The research brings contributions to the production of knowledge about the music in education with children. Showing the importance of dialogue as a way to construct an autonomous world, and as a motivating element for the construction of joint propositions between children and educators.