A relação entre as práticas informais de aprendizagem musical e os conteúdos da disciplina Percepção Musical: uma proposta pedagógica baseada na Teoria do Engajamento Musical Transformativo

• Ano de defesa: 2023
• Autor(a) principal: Oliveira, Patrícia Fernanda da Paixão e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Percepção musical; Práticas informais de aprendizagem musical; Engajamento musical transformativo; Educação musical; Projeto pedagógico; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES
• Link de acesso: http://repositorio.ufc.br/handle/riufc/75004

The present work constitutes a pedagogical proposal that was carried out with students of the Musical Perception discipline of the Technical Course in Musical Instrument at the Federal Institute of Piauí (IFPI), Teresina Central campus. The central focus of the proposal is to establish connections between the students' informal music learning and the content of the Musical Perception discipline, taking into account the principles of Professor Susan O'Neill's Theory of Transformative Musical Engagement (2012). The problematic nature of traditional teaching in the Musical Perception discipline has been widely discussed in the academic community in recent years. However, we believe that the field can still be strengthened with pedagogical proposals that seek to improve teachers' performance and/or solve problems in practice. The theoretical framework presented involves studies on the Musical Perception discipline (Otutumi, 2008, 2013), Informal Practices of Musical Learning (Green, 2002, 2008), and the Theory of Transformative Musical Engagement (O'Neill, 2012). The activities were carried out from May to June 2023, and the results demonstrate that the use and implementation of activities based on informal practices of musical learning prove to be an effective strategy for promoting student engagement in the Musical Perception discipline. These activities provide purpose and significance to the tasks, offer meaningful and relevant musical experiences, strengthen social connections, encourage peer learning, and foster a closer relationship between teachers and students regarding the musical progress and development of the students.