Teaching Practice and Affectivity in a Technical Course in a Musical Course: Aesthetic and Sensitive Experiences
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Tear: Revista de Educação Ciência e Tecnologia |
Texto Completo: | https://periodicos.ifrs.edu.br/index.php/tear/article/view/6459 |
Resumo: | This study aims to understand the aesthetic and sensitive experiences experienced by teachers in the Music Course of the Federal Institute of Education, Science and Technology of Piauí/IFPI. Teaching practice is understood as a systematic activity, historically determined, whose objective is the teaching-learning from the perspective of humanization. Affectivity is analyzed as from the contributions of Vygotsky (1998), Wallon (1968), among others. For Wallon (1968), affectivity constitutes a functional domain as important as intelligence for they are inseparable constructs in the psychic evolution of the being. Affectivity is understood as a process of sensitization that involves emotions and feelings, therefore, a constitutive aspect of human development. For this reason, affectivity and cognition emerge as inseparable aspects in the teaching-learning processes. In methodological terms, the study is based on the autobiographical method with the use of the narrative research. This type of research supports the development of reflection and revisits shared experiences, as well as provides self-development. The research took place at the Federal Institute of Education, Sciences and Technology of Piauí and five music teachers agreed to participate as subjects. The study pointed out that affectivity has repercussions on the aesthetic and sensitive experiences in the research collaborators' teaching practices, clarifying how these experiences are perceived and experienced in their daily practices. Keywords: Teaching practice. Affectivity. Aesthetic and sensitive experience. |
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Teaching Practice and Affectivity in a Technical Course in a Musical Course: Aesthetic and Sensitive ExperiencesPrática docente e afetividade no curso de música: experiências estéticas e sensíveisThis study aims to understand the aesthetic and sensitive experiences experienced by teachers in the Music Course of the Federal Institute of Education, Science and Technology of Piauí/IFPI. Teaching practice is understood as a systematic activity, historically determined, whose objective is the teaching-learning from the perspective of humanization. Affectivity is analyzed as from the contributions of Vygotsky (1998), Wallon (1968), among others. For Wallon (1968), affectivity constitutes a functional domain as important as intelligence for they are inseparable constructs in the psychic evolution of the being. Affectivity is understood as a process of sensitization that involves emotions and feelings, therefore, a constitutive aspect of human development. For this reason, affectivity and cognition emerge as inseparable aspects in the teaching-learning processes. In methodological terms, the study is based on the autobiographical method with the use of the narrative research. This type of research supports the development of reflection and revisits shared experiences, as well as provides self-development. The research took place at the Federal Institute of Education, Sciences and Technology of Piauí and five music teachers agreed to participate as subjects. The study pointed out that affectivity has repercussions on the aesthetic and sensitive experiences in the research collaborators' teaching practices, clarifying how these experiences are perceived and experienced in their daily practices. Keywords: Teaching practice. Affectivity. Aesthetic and sensitive experience.O presente estudo tem como objetivo compreender as experiências estéticas e sensíveis vivenciadas por professores no Curso de Música do Instituto Federal de Educação, Ciência e Tecnologia do Piauí. A prática docente é compreendida como atividade sistemática, historicamente determinada, cujo foco é o ensinar-aprender na perspectiva da humanização. Desse modo, neste artigo, a afetividade é analisada a partir das contribuições de Vygotsky (1998), Wallon (1968), entre outros. Para Wallon (1968), a afetividade constitui um domínio funcional tão importante quanto a inteligência, pois são construtos inseparáveis na evolução psíquica do ser. A afetividade é compreendida como um processo de sensibilização que envolve emoções e sentimentos, portanto, aspecto constitutivo do desenvolvimento humano. Por essa razão, afetividade e cognição emergem como aspectos indissociáveis nos processos de ensino-aprendizagem. Em termos metodológicos, o estudo se fundamenta no método autobiográfico, com a utilização da pesquisa narrativa. Esse tipo de pesquisa favorece o desenvolvimento da reflexão e da revisitação das experiências vividas, bem como propicia a autoformação. A pesquisa teve como contexto empírico o Instituto Federal de Educação, Ciência e Tecnologia do Piauí e contou com a participação de cinco professores de música da referida instituição. Registra como resultado que a afetividade repercute nas experiências estéticas e sensíveis das práticas docentes dos colaboradores da pesquisa e esclarece como essas experiências são percebidas e vivenciadas em suas práticas diárias. Palavras-chave: Prática docente. Afetividade. Experiências estéticas e sensíveis. Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2023-07-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/645910.35819/tear.v12.n1.a6459#Tear: Journal of Education, Science and Technology; Vol. 12 No. 1 (2023): EDUCATION AND AGING#Tear Revista de Educación, Ciencia y Tecnología; Vol. 12 Núm. 1 (2023): EDUCACIÓN Y ENVEJECIMIENTO#Tear: Revista de Educação, Ciência e Tecnologia; v. 12 n. 1 (2023): EDUCAÇÃO E ENVELHECIMENTO2238-807910.35819/tear.v12.n1reponame:Tear: Revista de Educação Ciência e Tecnologiainstname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/6459/3337Copyright (c) 2023 #Tear: Revista de Educação, Ciência e Tecnologiainfo:eu-repo/semantics/openAccessSoares Braga Pereira, ElineideEdna Brito, Antonia2023-07-18T16:56:19Zoai:ojs2.periodicos.ifrs.edu.br:article/6459Revistahttps://periodicos.ifrs.edu.br/index.php/tearPUBhttps://periodicos.ifrs.edu.br/index.php/tear/oai||tear@canoas.ifrs.edu.br2238-80792238-8079opendoar:2023-07-18T16:56:19Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false |
dc.title.none.fl_str_mv |
Teaching Practice and Affectivity in a Technical Course in a Musical Course: Aesthetic and Sensitive Experiences Prática docente e afetividade no curso de música: experiências estéticas e sensíveis |
title |
Teaching Practice and Affectivity in a Technical Course in a Musical Course: Aesthetic and Sensitive Experiences |
spellingShingle |
Teaching Practice and Affectivity in a Technical Course in a Musical Course: Aesthetic and Sensitive Experiences Soares Braga Pereira, Elineide |
title_short |
Teaching Practice and Affectivity in a Technical Course in a Musical Course: Aesthetic and Sensitive Experiences |
title_full |
Teaching Practice and Affectivity in a Technical Course in a Musical Course: Aesthetic and Sensitive Experiences |
title_fullStr |
Teaching Practice and Affectivity in a Technical Course in a Musical Course: Aesthetic and Sensitive Experiences |
title_full_unstemmed |
Teaching Practice and Affectivity in a Technical Course in a Musical Course: Aesthetic and Sensitive Experiences |
title_sort |
Teaching Practice and Affectivity in a Technical Course in a Musical Course: Aesthetic and Sensitive Experiences |
author |
Soares Braga Pereira, Elineide |
author_facet |
Soares Braga Pereira, Elineide Edna Brito, Antonia |
author_role |
author |
author2 |
Edna Brito, Antonia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Soares Braga Pereira, Elineide Edna Brito, Antonia |
description |
This study aims to understand the aesthetic and sensitive experiences experienced by teachers in the Music Course of the Federal Institute of Education, Science and Technology of Piauí/IFPI. Teaching practice is understood as a systematic activity, historically determined, whose objective is the teaching-learning from the perspective of humanization. Affectivity is analyzed as from the contributions of Vygotsky (1998), Wallon (1968), among others. For Wallon (1968), affectivity constitutes a functional domain as important as intelligence for they are inseparable constructs in the psychic evolution of the being. Affectivity is understood as a process of sensitization that involves emotions and feelings, therefore, a constitutive aspect of human development. For this reason, affectivity and cognition emerge as inseparable aspects in the teaching-learning processes. In methodological terms, the study is based on the autobiographical method with the use of the narrative research. This type of research supports the development of reflection and revisits shared experiences, as well as provides self-development. The research took place at the Federal Institute of Education, Sciences and Technology of Piauí and five music teachers agreed to participate as subjects. The study pointed out that affectivity has repercussions on the aesthetic and sensitive experiences in the research collaborators' teaching practices, clarifying how these experiences are perceived and experienced in their daily practices. Keywords: Teaching practice. Affectivity. Aesthetic and sensitive experience. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/6459 10.35819/tear.v12.n1.a6459 |
url |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/6459 |
identifier_str_mv |
10.35819/tear.v12.n1.a6459 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/6459/3337 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 #Tear: Revista de Educação, Ciência e Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 #Tear: Revista de Educação, Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
dc.source.none.fl_str_mv |
#Tear: Journal of Education, Science and Technology; Vol. 12 No. 1 (2023): EDUCATION AND AGING #Tear Revista de Educación, Ciencia y Tecnología; Vol. 12 Núm. 1 (2023): EDUCACIÓN Y ENVEJECIMIENTO #Tear: Revista de Educação, Ciência e Tecnologia; v. 12 n. 1 (2023): EDUCAÇÃO E ENVELHECIMENTO 2238-8079 10.35819/tear.v12.n1 reponame:Tear: Revista de Educação Ciência e Tecnologia instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) instacron:IFRS |
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Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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IFRS |
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IFRS |
reponame_str |
Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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||tear@canoas.ifrs.edu.br |
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