A pedagogia afetiva no contexto da docência em música: narrativas de professores

• Ano de defesa: 2024
• Autor(a) principal: Lessing, Thaynara Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Pedagogia afetiva; Educação musical; Saberes docentes; Entrevista narrativa; Affective pedagogy; Music education; Pedagogical knowledge; Narrative interview; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/32923

This research focuses on Affective Pedagogy in the context of Music teachers' pedagogical practices, as well as its connections with the knowledge of teaching. The general objective is to understand the experiences of Music teachers in the teaching context, involving Affective Pedagogy. Additionally, it aims to learn about the academic and professional training processes of the participants concerning Affective Pedagogy; understand Affective Pedagogy in the context of teaching knowledge; understand the role of emotions in the pedagogicalmusical practice of teachers; and comprehend the outcomes of Affective Pedagogy for the musical development of students. This qualitative research utilized narrative interviews (CLANDININ AND CONELLY, 2011) as the data collection instrument, with data gathered from five Music teachers in the central region of Rio Grande do Sul, working at different levels of Basic Education. For analysis, the procedure adopted was based on the textual-discursive analysis by Moraes and Galiazzi (2011). As results, it is evident that pedagogical-musical practices informed by an affective way of acting, being, and existing enhance aspects related to both student development and the formation and performance in Music teaching. Additionally, discussions around Affective Pedagogy trigger reflections and connections between theoretical-practical dimensions of being a teacher, considering subjective and intangible aspects of teaching and learning, which are still timidly discussed in the academic context.