Projetos de Inclusão Social por meio da música: a percepção dos seus atores
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/18856 |
Resumo: | The purpose of this study is to determine the participants' reasons for joining, staying in, and dropping out of Social Inclusion Projects through Music (SIP Music); to identify whether participating in an extracurricular project of music education contributes to the participants' school education; to verify whether the teaching and learning methodologies of music used in the extracurricular environment contribute to the adoption of study habits for learning school subjects; to find out whether the medium used, music, influenced the subjects' professional choice; and to ponder the experiences lived in the project and the benefits perceived for the participants' citizenship education. The subjects of this research were divided into two groups. The group of teachers was composed of nine teachers (five male and four female) with an average age of 39 years, and an average time of performance in the SIP of 15 years. The group of former students was composed of four male and two female participants, with an average age of 28 years, and a minimum of three years of participation in the SIP. The average time of participation in the SIP was 10 years. Two semi-structured questionnaires were used for data collection, one for each group. The data analysis was done by categorizing the interviewees' answers and then triangulating the results with the literature. The results point out that the students' entrance is initially motivated to occupy the idle time in socially vulnerable environments. The lack of investment and infrastructure is an obstacle in the application of social methodologies for a greater development of the students. According to the participants, the activities developed in the music SIP can favor the development of skills and competencies for the participants' school and social lives. As a criterion of the professional master's degree, an educational product was developed as a notebook of interdisciplinary activities with a musical theme designed for classes from 1st to 5th grade of elementary school, with activities designed to expand the socio-cultural knowledge of students through tasks that address cultural manifestations and historical dates of the national territory. |
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Vianna, José Antoniohttp://lattes.cnpq.br/8688907789895910Jaqueira, Ana Rosahttp://lattes.cnpq.br/0761647546059266Arcuri, Christiane de Faria Pereirahttp://lattes.cnpq.br/5702844883631502http://lattes.cnpq.br/8647828892554453Xavier, Pâmella Cristina Diaspamflauta@gmail.com2023-01-11T15:54:01Z2021-10-21XAVIER, Pâmella Cristina Dias. Projetos de Inclusão Social por meio da música: a percepção dos seus atores. 2021. 92 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica - CAp UERJ) - Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021.http://www.bdtd.uerj.br/handle/1/18856The purpose of this study is to determine the participants' reasons for joining, staying in, and dropping out of Social Inclusion Projects through Music (SIP Music); to identify whether participating in an extracurricular project of music education contributes to the participants' school education; to verify whether the teaching and learning methodologies of music used in the extracurricular environment contribute to the adoption of study habits for learning school subjects; to find out whether the medium used, music, influenced the subjects' professional choice; and to ponder the experiences lived in the project and the benefits perceived for the participants' citizenship education. The subjects of this research were divided into two groups. The group of teachers was composed of nine teachers (five male and four female) with an average age of 39 years, and an average time of performance in the SIP of 15 years. The group of former students was composed of four male and two female participants, with an average age of 28 years, and a minimum of three years of participation in the SIP. The average time of participation in the SIP was 10 years. Two semi-structured questionnaires were used for data collection, one for each group. The data analysis was done by categorizing the interviewees' answers and then triangulating the results with the literature. The results point out that the students' entrance is initially motivated to occupy the idle time in socially vulnerable environments. The lack of investment and infrastructure is an obstacle in the application of social methodologies for a greater development of the students. According to the participants, the activities developed in the music SIP can favor the development of skills and competencies for the participants' school and social lives. As a criterion of the professional master's degree, an educational product was developed as a notebook of interdisciplinary activities with a musical theme designed for classes from 1st to 5th grade of elementary school, with activities designed to expand the socio-cultural knowledge of students through tasks that address cultural manifestations and historical dates of the national territory.O presente estudo tem como propósito constatar os motivos dos participantes para ingressar, permanecer e evadir de Projetos de Inclusão Social por meio da música (PIS música), identificar se a participação em projeto extracurricular de educação musical contribui na formação escolar dos participantes, verificar se as metodologias de ensino e aprendizagem da música utilizadas no ambiente extraescolar colaboram para adoção de hábitos de estudo para aprendizagem de disciplinas escolares, averiguar se o meio utilizado, a música, influenciou na escolha profissional dos sujeitos e ponderar as experiências vividas no projeto e os benefícios percebidos para a formação cidadã dos participantes. Os sujeitos desta pesquisa foram divididos em dois grupos. O grupo de Professores foi composto por nove Professores (cinco masculinos e quatro femininos) com idade média de 39 anos, e com tempo médio de atuação no PIS de 15 anos. Já o grupo de ex alunos foi composto por quatro participantes do sexo masculino e dois do sexo feminino, com idade média de 28 anos e participação mínima de três anos no PIS. Com tempo médio de participação no PIS de 10 anos. Foram utilizados como instrumento para coleta de dados, dois questionários semiestruturados, um para cada grupo. A análise dos dados foi realizada através da categorização das respostas dos entrevistados e posteriormente a triangulação dos resultados com a literatura. Os resultados apontam que o ingresso dos alunos é motivado inicialmente para ocupar o tempo ocioso em ambientes de vulnerabilidade social. A falta de investimento e infraestrutura é um entrave na aplicação das metodologias sociais para um maior desenvolvimento dos alunos. Segundo os participantes, as atividades desenvolvidas no PIS de música podem favorecer o desenvolvimento de habilidades e competências para a vida escolar e social dos participantes. Como critério do mestrado profissional, foi elaborado um produto educacional, elaborado como um caderno de atividades interdisciplinares com temática musical pensado para turmas do 1.º ao 5.º ano do Ensino Fundamental, com atividades elaboradas para ampliar o conhecimento sociocultural dos alunos através de tarefas que abordam manifestações culturais e datas históricas do território nacional.Submitted by Carolina CAP/B (carolina.silva@uerj.br) on 2023-01-11T15:54:01Z No. of bitstreams: 1 Dissertação - Pâmella Cristina Dias Xavier - 2021 - Completa.pdf: 743758 bytes, checksum: e4779c4537faa4bca949056528ae6079 (MD5)Made available in DSpace on 2023-01-11T15:54:01Z (GMT). No. of bitstreams: 1 Dissertação - Pâmella Cristina Dias Xavier - 2021 - Completa.pdf: 743758 bytes, checksum: e4779c4537faa4bca949056528ae6079 (MD5) Previous issue date: 2021-10-21application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação de Ensino em Educação Básica - CAp UERJUERJBrasilCentro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da SilveiraMusic PISMusic EducationSocial InclusionMusicPIS de MúsicaEducação MusicalInclusão SocialMúsicaCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMProjetos de Inclusão Social por meio da música: a percepção dos seus atoresSocial Inclusion Projects through music: the perception of its actorsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Pâmella Cristina Dias Xavier - 2021 - Completa.pdfDissertação - Pâmella Cristina Dias Xavier - 2021 - Completa.pdfapplication/pdf743758http://www.bdtd.uerj.br/bitstream/1/18856/2/Disserta%C3%A7%C3%A3o+-+P%C3%A2mella+Cristina+Dias+Xavier+-+2021+-+Completa.pdfe4779c4537faa4bca949056528ae6079MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/18856/1/license.txte5502652da718045d7fcd832b79fca29MD511/188562024-02-26 15:47:20.202oai:www.bdtd.uerj.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-26T18:47:20Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Projetos de Inclusão Social por meio da música: a percepção dos seus atores |
dc.title.alternative.eng.fl_str_mv |
Social Inclusion Projects through music: the perception of its actors |
title |
Projetos de Inclusão Social por meio da música: a percepção dos seus atores |
spellingShingle |
Projetos de Inclusão Social por meio da música: a percepção dos seus atores Xavier, Pâmella Cristina Dias Music PIS Music Education Social Inclusion Music PIS de Música Educação Musical Inclusão Social Música CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Projetos de Inclusão Social por meio da música: a percepção dos seus atores |
title_full |
Projetos de Inclusão Social por meio da música: a percepção dos seus atores |
title_fullStr |
Projetos de Inclusão Social por meio da música: a percepção dos seus atores |
title_full_unstemmed |
Projetos de Inclusão Social por meio da música: a percepção dos seus atores |
title_sort |
Projetos de Inclusão Social por meio da música: a percepção dos seus atores |
author |
Xavier, Pâmella Cristina Dias |
author_facet |
Xavier, Pâmella Cristina Dias pamflauta@gmail.com |
author_role |
author |
author2 |
pamflauta@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vianna, José Antonio |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8688907789895910 |
dc.contributor.referee1.fl_str_mv |
Jaqueira, Ana Rosa |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0761647546059266 |
dc.contributor.referee2.fl_str_mv |
Arcuri, Christiane de Faria Pereira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5702844883631502 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8647828892554453 |
dc.contributor.author.fl_str_mv |
Xavier, Pâmella Cristina Dias pamflauta@gmail.com |
contributor_str_mv |
Vianna, José Antonio Jaqueira, Ana Rosa Arcuri, Christiane de Faria Pereira |
dc.subject.eng.fl_str_mv |
Music PIS Music Education Social Inclusion Music |
topic |
Music PIS Music Education Social Inclusion Music PIS de Música Educação Musical Inclusão Social Música CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.por.fl_str_mv |
PIS de Música Educação Musical Inclusão Social Música |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The purpose of this study is to determine the participants' reasons for joining, staying in, and dropping out of Social Inclusion Projects through Music (SIP Music); to identify whether participating in an extracurricular project of music education contributes to the participants' school education; to verify whether the teaching and learning methodologies of music used in the extracurricular environment contribute to the adoption of study habits for learning school subjects; to find out whether the medium used, music, influenced the subjects' professional choice; and to ponder the experiences lived in the project and the benefits perceived for the participants' citizenship education. The subjects of this research were divided into two groups. The group of teachers was composed of nine teachers (five male and four female) with an average age of 39 years, and an average time of performance in the SIP of 15 years. The group of former students was composed of four male and two female participants, with an average age of 28 years, and a minimum of three years of participation in the SIP. The average time of participation in the SIP was 10 years. Two semi-structured questionnaires were used for data collection, one for each group. The data analysis was done by categorizing the interviewees' answers and then triangulating the results with the literature. The results point out that the students' entrance is initially motivated to occupy the idle time in socially vulnerable environments. The lack of investment and infrastructure is an obstacle in the application of social methodologies for a greater development of the students. According to the participants, the activities developed in the music SIP can favor the development of skills and competencies for the participants' school and social lives. As a criterion of the professional master's degree, an educational product was developed as a notebook of interdisciplinary activities with a musical theme designed for classes from 1st to 5th grade of elementary school, with activities designed to expand the socio-cultural knowledge of students through tasks that address cultural manifestations and historical dates of the national territory. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-10-21 |
dc.date.accessioned.fl_str_mv |
2023-01-11T15:54:01Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
XAVIER, Pâmella Cristina Dias. Projetos de Inclusão Social por meio da música: a percepção dos seus atores. 2021. 92 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica - CAp UERJ) - Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/18856 |
identifier_str_mv |
XAVIER, Pâmella Cristina Dias. Projetos de Inclusão Social por meio da música: a percepção dos seus atores. 2021. 92 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica - CAp UERJ) - Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021. |
url |
http://www.bdtd.uerj.br/handle/1/18856 |
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Universidade do Estado do Rio de Janeiro |
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Brasil |
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Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira |
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Universidade do Estado do Rio de Janeiro |
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