Práticas de ensino e aprendizagem de canto nas mídias sociais: um estudo sobre o espaço pedagógico-musical Youtube

• Ano de defesa: 2021
• Autor(a) principal: Marques, Gutenberg de Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Música; Programa de Pós-Graduação em Música; UFPB
• Palavras-chave em Português: Educação musical online; Cibercultura; Pedagogia vocal; YouTube; Music education online; Cyberculture; Voice pedagogy; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/22329

Observing the scene of Music Education in Brazil, we can reflect on teaching practices in relation to the learning practices of those seeking knowledge. We are faced with an increasingly common activity: education in online environments, added to the exponential use of social media. From this context, this thesis discusses a research that studies the phenomena of online music teaching and learning that take place in social media, more specifically, voice pedagogy on YouTube, and aims to understand how the conceptions, interactions and practices of voice pedagogy through social media from a YouTube channel occur. With a qualitative approach, this research is inserted in cyberspace, using ethnographic practices in his methodological approach, taking into account characteristics of an investigation that takes place on, about and through the Internet. Data collection was based on the instruments: observation, documental research and interview, in addition to the immersion and experience of the researcher in the field, specifically the investigated channel. There was then a categorization based on the data, allowing proper analysis and discussion based on the literature found through bibliographic research. Based on the observation of the videos on the Natália Áurea channel, one can reflect on the relationship between her pedagogical-musical practice and the concept of online education. Although the crystallization of pedagogical content published on social media can be seen as a simple transmission of information, YouTube allows the re(construction) of knowledge through the social interactions existing on the platform. It was possible to understand that the conceptions, interactions and teaching and learning practices of voice pedagogy through social media developed in a YouTube channel present and enable: linear pedagogical structures in their planning and arrangement, or non-linear by choice and conduct of their own learner; potential for everyone-everyone interaction, whether through their comments and responses on the platform itself, or even in other online environments that bring together those interested; and features that enhance multiple ways of learning through the manipulation of videos, pausing, repeating, advancing, rewinding or even making use of subtitles, among so many possibilities and aspects. Thus, we can see the potential of YouTube for the development of pedagogical-musical practices in the design of online education, leading us to reflections and proposals for a Music Education that is attentive to the contemporary context and its specificities.