Processos de ensino e aprendizagem musicais no grupo de percussão do Colégio Cenecista Dr. José Ferreira: um estudo com jovens

• Ano de defesa: 2020
• Autor(a) principal: Rodovalho, Isabella Amaral Araujo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Música
• Palavras-chave em Português: Processos de ensino e aprendizagem musicais; Teaching and learning music processes; Música; Music; Música na escola básica; Music in basic school; Ensino coletivo de música; Collective music teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA; Conjuntos de percussão; Educação - Estudo e ensino; Jovens; Escola
• Link de acesso: https://repositorio.ufu.br/handle/123456789/29676; http://doi.org/10.14393/ufu.di.2020.428

The musical teaching and learning processes established in different groups are frequently studied in the area of music education. It is known that collective education has peculiar characteristics, as well as musical education for young people. Therefore, this dissertation seeks to present the results of the research realized at the Cenecista Percussion Group Dr. José Ferreira, in Uberaba (MG). The study had as a general objective to reveal how the musical teaching and learning processes of the Percussion Group take place. The specific objectives were: to identify the relationships established by teenagers among themselves and with the Group and to elucidate the ways in which the Group's teenagers learn music collectively. The chosen methodology, based on qualitative research and the case study (DENZIN; LINCOLN, 2006; GODOY, 1995; YIN, 2005), consists in the realization of observations, in the building of field diaries for analyzes supported by the area’s literature, with complementation of information found in two of the Group's social networks: Blog and Instagram. The main theoretical foundations used in this work consist of Youth Cultures and youth concepts (DAYRELL, 2003, 2005 and 2007; CATANI; GILIOLI, 2008; PAIS, 1990) and Music Education as Social Practice in Everyday Life (SOUZA, 2000). The results of this study point that the importance of the collective in the musical teaching and learning processes of the studied group are frequent. The teenagers learn from each other at different moments, be it musical performance or non-musical social interaction. It was concluded that collective teaching is significant in the case of musical learning because it provides possibilities for young people to act as students and teachers simultaneously. We also realized that the individualities of young people are definers of the ways in which they interact with each other and with the group and, therefore, are characteristics that need to be considered in any work that proposes to study this audience. Several situations were observed in which teaching and learning take place in that environment, as well as several characteristics and occasions that stimulate and enable the occurrence of these learnings.