Música e música na escola: um estudo das representações sociais de estudantes de pedagogia e de música a partir da escuta musical
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16074 |
Resumo: | The present study had as its aim to analyse the social representations of music education students as well as pedagogy education ones about music and music at school, considering that this point of view can influence the future practices of these students with Primary and High Education teachers. This research allowed us to identify five thematic axles as part of social representations of students/future teachers in music: affectivity; movement; communication; context; and education. The categorization was done through the listening of three musical genders: pop, jazz, and world music. The chosen methodology throughout this research makes good usage of two questionnaires: one related to profile and the other related to question of free association from musical listening; open and closed questions; and image classification applied to 81 (eighty one) students in Pedagogy and 161 (one hundred and sixty one) students in music of one Institution of Superior Education in Sao Paulo. The social representations of music revealed that the five thematic axles were present in all the groups and for all musical genders presented throughout the research, varying its informational levels, which each group had about music. The axles of affectivity and context were revealed as extremely important for the comprehension of the music humanizer role in education. This way, the representations of music were presented as much as educational strength as restrictions of social representations in music at school, depending on the view that each researched group had about on school and education: beginners and last year students of pedagogy and music. The classification of images indicated that there is Dionisio concept for funk and rock in spite of the Apolo character of jazz. In order to give the music its important role into education, it is necessary that the education of the future teachers in regards to pedagogy and music courses offers the right conditions to overcome the present dichotomy in between the Apolo and Dionisio characters of music, as well as between the music outside school and the proper one at school for the school context. Aiming to reach the ideal into a reflexive practice and so humanized, the music teaching at schools, the courses of pedagogy need to contemplate specific disciplines linked to music and courses of music need to develop collaborative projects with the pedagogy courses |
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Sousa, Clarilza Prado deSugahara, Leila Yuri2016-04-28T20:56:35Z2013-05-142013-05-07Sugahara, Leila Yuri. Music and music at school: a study of social representations of Pedagogy students and of Music from musical listening. 2013. 201 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.https://tede2.pucsp.br/handle/handle/16074The present study had as its aim to analyse the social representations of music education students as well as pedagogy education ones about music and music at school, considering that this point of view can influence the future practices of these students with Primary and High Education teachers. This research allowed us to identify five thematic axles as part of social representations of students/future teachers in music: affectivity; movement; communication; context; and education. The categorization was done through the listening of three musical genders: pop, jazz, and world music. The chosen methodology throughout this research makes good usage of two questionnaires: one related to profile and the other related to question of free association from musical listening; open and closed questions; and image classification applied to 81 (eighty one) students in Pedagogy and 161 (one hundred and sixty one) students in music of one Institution of Superior Education in Sao Paulo. The social representations of music revealed that the five thematic axles were present in all the groups and for all musical genders presented throughout the research, varying its informational levels, which each group had about music. The axles of affectivity and context were revealed as extremely important for the comprehension of the music humanizer role in education. This way, the representations of music were presented as much as educational strength as restrictions of social representations in music at school, depending on the view that each researched group had about on school and education: beginners and last year students of pedagogy and music. The classification of images indicated that there is Dionisio concept for funk and rock in spite of the Apolo character of jazz. In order to give the music its important role into education, it is necessary that the education of the future teachers in regards to pedagogy and music courses offers the right conditions to overcome the present dichotomy in between the Apolo and Dionisio characters of music, as well as between the music outside school and the proper one at school for the school context. Aiming to reach the ideal into a reflexive practice and so humanized, the music teaching at schools, the courses of pedagogy need to contemplate specific disciplines linked to music and courses of music need to develop collaborative projects with the pedagogy coursesO presente estudo teve como objetivo analisar as representações sociais de estudantes de licenciatura em música e de licenciatura em pedagogia sobre música e música na escola, tendo em vista que essa visão pode influenciar nas práticas futuras desses estudantes como professores na Educação Básica. A pesquisa permitiu identificar cinco eixos temáticos constituintes das representações sociais dos licenciandos sobre música: afetividade; movimento; comunicação; contexto; e formação. A categorização foi realizada a partir da escuta de três gêneros musicais: pop, jazz e world music. A metodologia adotada nesta pesquisa envolveu dois questionários: um de perfil, e outro contendo uma questão de associação livre a partir da escuta musical; questões abertas e fechadas; e classificação de imagens, aplicados a 81 (oitenta e um) licenciandos em pedagogia e 161 (cento e sessenta e um) licenciandos em música de uma Instituição de Ensino Superior da cidade de São Paulo. As representações sociais de música revelaram que os cinco eixos temáticos estavam presentes em todos os grupos e para todos os gêneros de música apresentados na pesquisa, variando quanto ao nível de informação que cada grupo possuía sobre música. Os eixos da afetividade e do contexto se mostraram fundamentais para a compreensão do papel humanizador da música na educação. Nesse sentido, as representações de música se apresentaram tanto como potencial formativo, quanto como restrições nas representações sociais de música na escola, dependendo das visões que cada grupo pesquisado, licenciandos em pedagogia e em música, ingressantes e concluintes, possuía sobre escola e educação. A classificação das imagens indicou que existe uma concepção dionisíaca para o funk e o rock em contraposição ao caráter apolíneo do jazz. Para que a música tenha um papel transformador na educação, é necessário que a formação do futuro professor, no âmbito dos cursos de pedagogia e de música, ofereça as condições necessárias para a superação da dicotomia existente entre o caráter apolíneo e dionisíaco da música, e entre a música fora da escola e a música própria para o contexto da escola. Para se alcançar o ideal de uma prática reflexiva e, portanto, humanizadora, do ensino de música nas escolas, os cursos de pedagogia precisam contemplar disciplinas específicas ligadas à música, e os cursos de música, desenvolver projetos colaborativos com os cursos de pedagogiaConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32347/Leila%20Yuri%20Sugahara.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaMúsicaMúsica na escolaEscuta musicalRepresentações sociaisMusicMusic at schoolMusical listeningSocial representationsCNPQ::CIENCIAS HUMANAS::PSICOLOGIAMúsica e música na escola: um estudo das representações sociais de estudantes de pedagogia e de música a partir da escuta musicalMusic and music at school: a study of social representations of Pedagogy students and of Music from musical listeninginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLeila Yuri Sugahara.pdf.txtLeila Yuri Sugahara.pdf.txtExtracted texttext/plain487984https://repositorio.pucsp.br/xmlui/bitstream/handle/16074/3/Leila%20Yuri%20Sugahara.pdf.txt9d447d8405fff0cdab3c1e1382368208MD53ORIGINALLeila Yuri Sugahara.pdfapplication/pdf3084987https://repositorio.pucsp.br/xmlui/bitstream/handle/16074/1/Leila%20Yuri%20Sugahara.pdf2fc9fd49ad0346d68adc60ab55c80711MD51THUMBNAILLeila Yuri Sugahara.pdf.jpgLeila Yuri Sugahara.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/16074/2/Leila%20Yuri%20Sugahara.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/160742022-04-27 15:30:27.056oai:repositorio.pucsp.br:handle/16074Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T18:30:27Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Música e música na escola: um estudo das representações sociais de estudantes de pedagogia e de música a partir da escuta musical |
dc.title.alternative.eng.fl_str_mv |
Music and music at school: a study of social representations of Pedagogy students and of Music from musical listening |
title |
Música e música na escola: um estudo das representações sociais de estudantes de pedagogia e de música a partir da escuta musical |
spellingShingle |
Música e música na escola: um estudo das representações sociais de estudantes de pedagogia e de música a partir da escuta musical Sugahara, Leila Yuri Música Música na escola Escuta musical Representações sociais Music Music at school Musical listening Social representations CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Música e música na escola: um estudo das representações sociais de estudantes de pedagogia e de música a partir da escuta musical |
title_full |
Música e música na escola: um estudo das representações sociais de estudantes de pedagogia e de música a partir da escuta musical |
title_fullStr |
Música e música na escola: um estudo das representações sociais de estudantes de pedagogia e de música a partir da escuta musical |
title_full_unstemmed |
Música e música na escola: um estudo das representações sociais de estudantes de pedagogia e de música a partir da escuta musical |
title_sort |
Música e música na escola: um estudo das representações sociais de estudantes de pedagogia e de música a partir da escuta musical |
author |
Sugahara, Leila Yuri |
author_facet |
Sugahara, Leila Yuri |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sousa, Clarilza Prado de |
dc.contributor.author.fl_str_mv |
Sugahara, Leila Yuri |
contributor_str_mv |
Sousa, Clarilza Prado de |
dc.subject.por.fl_str_mv |
Música Música na escola Escuta musical Representações sociais |
topic |
Música Música na escola Escuta musical Representações sociais Music Music at school Musical listening Social representations CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Music Music at school Musical listening Social representations |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
description |
The present study had as its aim to analyse the social representations of music education students as well as pedagogy education ones about music and music at school, considering that this point of view can influence the future practices of these students with Primary and High Education teachers. This research allowed us to identify five thematic axles as part of social representations of students/future teachers in music: affectivity; movement; communication; context; and education. The categorization was done through the listening of three musical genders: pop, jazz, and world music. The chosen methodology throughout this research makes good usage of two questionnaires: one related to profile and the other related to question of free association from musical listening; open and closed questions; and image classification applied to 81 (eighty one) students in Pedagogy and 161 (one hundred and sixty one) students in music of one Institution of Superior Education in Sao Paulo. The social representations of music revealed that the five thematic axles were present in all the groups and for all musical genders presented throughout the research, varying its informational levels, which each group had about music. The axles of affectivity and context were revealed as extremely important for the comprehension of the music humanizer role in education. This way, the representations of music were presented as much as educational strength as restrictions of social representations in music at school, depending on the view that each researched group had about on school and education: beginners and last year students of pedagogy and music. The classification of images indicated that there is Dionisio concept for funk and rock in spite of the Apolo character of jazz. In order to give the music its important role into education, it is necessary that the education of the future teachers in regards to pedagogy and music courses offers the right conditions to overcome the present dichotomy in between the Apolo and Dionisio characters of music, as well as between the music outside school and the proper one at school for the school context. Aiming to reach the ideal into a reflexive practice and so humanized, the music teaching at schools, the courses of pedagogy need to contemplate specific disciplines linked to music and courses of music need to develop collaborative projects with the pedagogy courses |
publishDate |
2013 |
dc.date.available.fl_str_mv |
2013-05-14 |
dc.date.issued.fl_str_mv |
2013-05-07 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:56:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Sugahara, Leila Yuri. Music and music at school: a study of social representations of Pedagogy students and of Music from musical listening. 2013. 201 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16074 |
identifier_str_mv |
Sugahara, Leila Yuri. Music and music at school: a study of social representations of Pedagogy students and of Music from musical listening. 2013. 201 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
url |
https://tede2.pucsp.br/handle/handle/16074 |
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por |
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por |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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PUC-SP |
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BR |
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Psicologia |
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Pontifícia Universidade Católica de São Paulo |
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