Trajetórias musicais de acordeonistas: um estudo na Licenciatura em Música (UERGS)

• Ano de defesa: 2016
• Autor(a) principal: Pereira, Julio Cesar Pires
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação musical; Acordeom; Trajetórias formativas; História oral; Music education; Accordion; Formative trajectories; Oral history; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7277

This master thesis was developed within the Education and Arts Research Line (LR4) from the Postgraduate Program on Education at Federal University of Santa Maria (UFSM) and is part of the research group FAPEM Formation, Action and Research in Musical Education of UFSM. The research proposes as its main theme the study of musical trajectories of accordionists of the degree in Music (UERGS). The general objective is to investigate the musical formation trajectories from these accordionists. The specific objectives are organized around to know their musical experiences and understand how they impacted their choices for training in the course of degree in music and understand possible relationships between being accordionist and the choice of honors degree. The literature reviews that guided the research studies the teacher training and academic-professional training (GARCIA, 1999; FERRY, 1991, 2001; NÓVOA, 1992, 1995; MIZUKAMY, 2002; DINIZ PEREIRA, 2008; VAILLANT; MARCELO, 2012). In order to refer to the training of music teachers, the research was based on studies of Del Ben (2000), Bellochio and Garbosa (2010), Louro (2004), Mateiro and Souza (2009) and in Machado (2009), Puglia (2010), Weiss and Louro (2010) to discuss the accordion education. Methodologically, the research was developed from a study of narratives grounded in oral history (MEIHY, 2005; FREITAS, 2006; ALBERTI, 2003), having as a production procedure the narrative interview (JOVCHELOVITCH and BAUER, 2008; MARCONI and LAKATOS, 2013), and respectively, as an analytical tool the Discursive Textual Analysis (MORAES e GALIAZZI, 2006). Considering that the formative paths of research subjects are under construction, the understanding of the presented narratives and the produced knowledge expanded methods and ways of understanding the potential of the accordion in the training of music teachers process, highlighting in this context the Music Degree course of UERGS.