A aprendizagem da tuba e eufônio na extensão universitária da UFPB

• Ano de defesa: 2020
• Autor(a) principal: Cavalcanti, Iris Angela Vieira do Nascimento
• 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: Ensino instrumento; Vivências acadêmicas; Ensino de Tuba e Eufônio; Extensão universitária; Teaching instrument; Teaching Tuba and Euphonium; University extension; Academic experiences; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/20283

This paper presents and discusses the main results of a research around the musical and sociocultural experiences of the students of the Practical Preparatory Course of Tuba and Euphonium (PPCTE) at the Federal University of Paraiba (Universidade Federal da Paraíba - UFPB). The research, developed in the years 2019 and 2020, had the general objective of understanding how the process of insertion and interaction with instrument teaching happens in the university context of the students of the extension course in tuba / euphonium at UFPB. The work was based on studies in music education and related areas, focusing on perspectives on teaching and learning the musical instrument. For the development of the research, a qualitative study was conducted, outlined as a case study. The investigative process was based primarily on participant observation, questionnaires, semi-structured interviews and documentary research. In this context, I worked as a professor at PPCTE and as a researcher. The main results showed that the process of insertion and interaction of students in the context of UFPB's PPCTE has been influenced by different social, structural and personal dimensions. Students point out some challenges faced during the course, involving issues around life skills, musical skills and organizational skills. In this context, the challenges in maintaining the regularity of weekly studies and the experiences and interactions with the course program stand out, composed of aspects of historical context of the instrument, musical appreciation, muscular relaxation, respiratory system, sound emission, embouchure, typing, scales, articulations and musical expressiveness. However, based on the information from the interviews, it was possible to perceive a musical maturity from the various experiences in the context of PPCTE, fundamentally when they identify the difficulties and challenges in the study of the instrument in the extension course. Probably the musical experiences within the PPCTE of FUPB are part of the reasons for students' self-assessment. In this sense, it was possible to note the attempt to rework their daily study tactics, creating a more systematic view, so that they can overcome the challenges in relation to the mastery of life skills, musical skills and organizational skills. In view of these results, this work leads us to understand that it is necessary for the teacher and the institution to better understand the demands and characteristics of the public served and to seek new forms of interaction and knowledge promotion, in order to develop an interactive process teaching and learning instrument based on demands, realities and contemporary perspectives.