SIGNS, CONCEPTS AND MUSICAL AND CONCEPTUAL SYSTEMS: IMPLICATION FOR A MUSICAL EDUCATION IN THE SCHOOL

Detalhes bibliográficos
Autor(a) principal: Eyng, Celio Roberto
Data de Publicação: 2011
Outros Autores: Galuch, Maria Terezinha Bellanda
Tipo de documento: Artigo
Idioma: por
Título da fonte: Teoria e Prática da Educação (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/13952
Resumo: Current research discusses the process of conceptual appropriation in music within the Fundamental Education system, precisely at the moment when Music becomes compulsory in school by Law 11,769 of the 18th August 2008. A discussion is undertaken based on the presuppositions of the historical and cultural theory with regard to the constitution of empirical and theoretical musical and conceptual systems. The relevance of working with theoretical musical concepts in the schools is also justified. Although Music is an artistic activity, the appropriation of theoretical and musical concepts contributes towards the process of musical appreciation and creativity. The social and historical transformations related to the use of signs in music should be understood since the theoretical musical and conceptual system triggered significant changes in the musical appreciation and creativity in the West. Musical education in the school should not shun this fact since the appropriation of theoretical musical concepts, coupled to the development of musical perception and aesthetic appreciation, is one of its main aims.
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spelling SIGNS, CONCEPTS AND MUSICAL AND CONCEPTUAL SYSTEMS: IMPLICATION FOR A MUSICAL EDUCATION IN THE SCHOOLSIGNOS, CONCEITOS E SISTEMAS MÚSICO-CONCEITUAIS: IMPLICAÇÕES NA EDUCAÇÃO MUSICAL ESCOLAReducation in schoolconceptual learningmusical education.educação escolaraprendizagem conceitualeducação musical.Current research discusses the process of conceptual appropriation in music within the Fundamental Education system, precisely at the moment when Music becomes compulsory in school by Law 11,769 of the 18th August 2008. A discussion is undertaken based on the presuppositions of the historical and cultural theory with regard to the constitution of empirical and theoretical musical and conceptual systems. The relevance of working with theoretical musical concepts in the schools is also justified. Although Music is an artistic activity, the appropriation of theoretical and musical concepts contributes towards the process of musical appreciation and creativity. The social and historical transformations related to the use of signs in music should be understood since the theoretical musical and conceptual system triggered significant changes in the musical appreciation and creativity in the West. Musical education in the school should not shun this fact since the appropriation of theoretical musical concepts, coupled to the development of musical perception and aesthetic appreciation, is one of its main aims.Este artigo tem como objetivo discutir o processo de apropriação conceitual em música no ensino fundamental, no momento em que a música torna-se conteúdo obrigatório na escola, com a Lei 11.769, de 18 de agosto de 2008. Com base em pressupostos da teoria histórico-cultural, apresenta-se uma discussão sobre a constituição dos sistemas músico-conceituais empírico e teórico, justificando-se a relevância de se trabalhar com os conceitos musicais teóricos na escola. Embora a música seja apontada como uma atividade artística, considera-se que a apropriação de conceitos teórico-musicais contribui no processo de apreciação e criação musical. Nesse sentido, as transformações sócio-históricas relacionadas ao uso dos signos no campo da música precisam ser compreendidas, pois o aparecimento de um sistema músico-conceitual teórico permitiu alterações substanciais nas atividades de apreciação e criação musical no Ocidente. A educação musical escolar não pode estar alheia a esse fato, pois a apropriação de conceitos musicais teóricos deve figurar como um de seus objetivos principais, em conjunto com o desenvolvimento da percepção musical e do juízo estético.Universidade Estadual de Maringá2011-08-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1395210.4025/tpe.v12i3.13952Teoria e Prática da Educação; v. 12 n. 3 (2009); 393-4002237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/13952/7635Eyng, Celio RobertoGaluch, Maria Terezinha Bellandainfo:eu-repo/semantics/openAccess2023-01-12T13:53:45Zoai:periodicos.uem.br/ojs:article/13952Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:19.166839Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true
dc.title.none.fl_str_mv SIGNS, CONCEPTS AND MUSICAL AND CONCEPTUAL SYSTEMS: IMPLICATION FOR A MUSICAL EDUCATION IN THE SCHOOL
SIGNOS, CONCEITOS E SISTEMAS MÚSICO-CONCEITUAIS: IMPLICAÇÕES NA EDUCAÇÃO MUSICAL ESCOLAR
title SIGNS, CONCEPTS AND MUSICAL AND CONCEPTUAL SYSTEMS: IMPLICATION FOR A MUSICAL EDUCATION IN THE SCHOOL
spellingShingle SIGNS, CONCEPTS AND MUSICAL AND CONCEPTUAL SYSTEMS: IMPLICATION FOR A MUSICAL EDUCATION IN THE SCHOOL
Eyng, Celio Roberto
education in school
conceptual learning
musical education.
educação escolar
aprendizagem conceitual
educação musical.
title_short SIGNS, CONCEPTS AND MUSICAL AND CONCEPTUAL SYSTEMS: IMPLICATION FOR A MUSICAL EDUCATION IN THE SCHOOL
title_full SIGNS, CONCEPTS AND MUSICAL AND CONCEPTUAL SYSTEMS: IMPLICATION FOR A MUSICAL EDUCATION IN THE SCHOOL
title_fullStr SIGNS, CONCEPTS AND MUSICAL AND CONCEPTUAL SYSTEMS: IMPLICATION FOR A MUSICAL EDUCATION IN THE SCHOOL
title_full_unstemmed SIGNS, CONCEPTS AND MUSICAL AND CONCEPTUAL SYSTEMS: IMPLICATION FOR A MUSICAL EDUCATION IN THE SCHOOL
title_sort SIGNS, CONCEPTS AND MUSICAL AND CONCEPTUAL SYSTEMS: IMPLICATION FOR A MUSICAL EDUCATION IN THE SCHOOL
author Eyng, Celio Roberto
author_facet Eyng, Celio Roberto
Galuch, Maria Terezinha Bellanda
author_role author
author2 Galuch, Maria Terezinha Bellanda
author2_role author
dc.contributor.author.fl_str_mv Eyng, Celio Roberto
Galuch, Maria Terezinha Bellanda
dc.subject.por.fl_str_mv education in school
conceptual learning
musical education.
educação escolar
aprendizagem conceitual
educação musical.
topic education in school
conceptual learning
musical education.
educação escolar
aprendizagem conceitual
educação musical.
description Current research discusses the process of conceptual appropriation in music within the Fundamental Education system, precisely at the moment when Music becomes compulsory in school by Law 11,769 of the 18th August 2008. A discussion is undertaken based on the presuppositions of the historical and cultural theory with regard to the constitution of empirical and theoretical musical and conceptual systems. The relevance of working with theoretical musical concepts in the schools is also justified. Although Music is an artistic activity, the appropriation of theoretical and musical concepts contributes towards the process of musical appreciation and creativity. The social and historical transformations related to the use of signs in music should be understood since the theoretical musical and conceptual system triggered significant changes in the musical appreciation and creativity in the West. Musical education in the school should not shun this fact since the appropriation of theoretical musical concepts, coupled to the development of musical perception and aesthetic appreciation, is one of its main aims.
publishDate 2011
dc.date.none.fl_str_mv 2011-08-18
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.uem.br/ojs/index.php/TeorPratEduc/article/view/13952
10.4025/tpe.v12i3.13952
url https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/13952
identifier_str_mv 10.4025/tpe.v12i3.13952
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/13952/7635
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Teoria e Prática da Educação; v. 12 n. 3 (2009); 393-400
2237-8707
1415-837X
reponame:Teoria e Prática da Educação (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Teoria e Prática da Educação (Online)
collection Teoria e Prática da Educação (Online)
repository.name.fl_str_mv Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com
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