Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/7751 |
Resumo: | This theoretical and bibliographical research proposes reflections on the teaching of music with the aim of constituting critical, creative and socially emancipated subjects. Its main objective was to contribute to the praxis related to Art and Education, in order to reflect on the contradictions of culture in the human formation process while enabling to fulfill experiences. In order to accomplish that objective, we worked with the concept of Aesthetic Education, from music, in the light of the Critical Theory of the Frankfurt Society, more specifically from T. W. Adorno’s point of view. The main question stated in the research was: How can music, in the field of Education, based on Adorno’s ideas, contribute to the human formation? This research was grounded on Negative Dialectics for the understanding of the concept of human (de)formation, which means that contradictions of formation, highlighted in this study, were regarded as principles for the Adorno’s Aesthetic Education. Concerning the theme, it became noticeable, while reflecting on tonality and atonality, referring to composers such as Mahler, Schönberg, Berg and Stravinsky, that recognizing music as a formative art means understanding its emancipatory potential through the direct relation between form and content, essence and appearance. The mediation of music in the formative process may occur when what is in focus is the student’s involvement in her/his immanent character, appropriating music in its totality, from musical technical questions to the way it was idealized and materialized – its historicity and identity, as an element to fight the culture of barbarism. In this perspective, the formation, through music, undergoes the process of creation, interpretation and appreciation in which the possibilities of ideological impositions become noticeable. Thus, Aesthetic Education, focused on the teaching of music, considering Adorno’s ideas, must assume that critical immersion in the work of art is fundamental and, therefore, through what it offers - its aura, its essence, Its form and its content - knowledge can be built in a way that it provides a true revolutionary praxis. It is possible to conclude with this discussion that students must be involved with the teaching of music so that they are able to have a technical, theoretical, creative and critical interaction with music, in which they are, hopefully, going to understand and reflect on the complex plots of relations established in the social context and, thereafter, strengthen the struggle against barbarism and domination, which lead to dehumanization amid culture. |
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Zanolla, Silvia Rosa da Silvahttp://lattes.cnpq.br/5315228656448708Cunha, Estercio MarquezCrochik, José LeonNogueira, Monique AndriesRosa, Sandra Valéria Limontahttp://lattes.cnpq.br/7240507482094602Costa, Cristiano Aparecido da2017-09-18T14:15:26Z2017-08-17COSTA, Cristiano Aparecido da. Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana. 2017. 160 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2017.http://repositorio.bc.ufg.br/tede/handle/tede/7751ark:/38995/001300000c1ngThis theoretical and bibliographical research proposes reflections on the teaching of music with the aim of constituting critical, creative and socially emancipated subjects. Its main objective was to contribute to the praxis related to Art and Education, in order to reflect on the contradictions of culture in the human formation process while enabling to fulfill experiences. In order to accomplish that objective, we worked with the concept of Aesthetic Education, from music, in the light of the Critical Theory of the Frankfurt Society, more specifically from T. W. Adorno’s point of view. The main question stated in the research was: How can music, in the field of Education, based on Adorno’s ideas, contribute to the human formation? This research was grounded on Negative Dialectics for the understanding of the concept of human (de)formation, which means that contradictions of formation, highlighted in this study, were regarded as principles for the Adorno’s Aesthetic Education. Concerning the theme, it became noticeable, while reflecting on tonality and atonality, referring to composers such as Mahler, Schönberg, Berg and Stravinsky, that recognizing music as a formative art means understanding its emancipatory potential through the direct relation between form and content, essence and appearance. The mediation of music in the formative process may occur when what is in focus is the student’s involvement in her/his immanent character, appropriating music in its totality, from musical technical questions to the way it was idealized and materialized – its historicity and identity, as an element to fight the culture of barbarism. In this perspective, the formation, through music, undergoes the process of creation, interpretation and appreciation in which the possibilities of ideological impositions become noticeable. Thus, Aesthetic Education, focused on the teaching of music, considering Adorno’s ideas, must assume that critical immersion in the work of art is fundamental and, therefore, through what it offers - its aura, its essence, Its form and its content - knowledge can be built in a way that it provides a true revolutionary praxis. It is possible to conclude with this discussion that students must be involved with the teaching of music so that they are able to have a technical, theoretical, creative and critical interaction with music, in which they are, hopefully, going to understand and reflect on the complex plots of relations established in the social context and, thereafter, strengthen the struggle against barbarism and domination, which lead to dehumanization amid culture.Esta pesquisa, de caráter teórico e bibliográfico, propõe reflexões sobre o ensino de música com vistas a formar sujeitos críticos, criativos e emancipados socialmente. Seu objetivo principal foi contribuir com a práxis relacionada à arte e à educação, visando refletir sobre as contradições da cultura no processo de formação humana frente às possibilidades de se concretizar experiências. Para tanto, trabalhou-se com o conceito de Educação Estética, a partir da música, à luz da Teoria Crítica da Sociedade Frankfurtiana, mais especificamente sob a ótica de T. W. Adorno. A principal questão que se colocou na pesquisa foi: como a música, no âmbito da Educação, baseada nas ideias de Adorno, pode contribuir para com a formação humana? A dialética negativa foi a base desta pesquisa para a compreensão da concepção de (de)formação humana, ou seja, consideram-se contradições da formação, ressaltadas neste estudo, como princípios para a Educação Estética adorniana. Em relação à temática, ficou evidente ao se refletir sobre tonalidade e atonalide, tendo como referência os compositores Mahler, Schönberg, Berg e Stravinsky, que reconhecer a música como arte formativa significa compreender seu potencial emancipatório pela direta relação entre forma e conteúdo, essência e aparência. A mediação da música no processo formativo poderá ocorrer quando houver o interesse de que o aluno se envolva em seu caráter imanente, apropriando-se da música em sua totalidade, desde questões técnicas musicais até o modo como foi idealizada e concretizada - sua historicidade e identidade, como elemento de combate à cultura da barbárie. Nessa perspectiva, a formação, por meio da música, passa pelo processo de criação, interpretação e apreciação em que ficam evidentes as possibilidades de imposições ideológicas. Assim, a Educação Estética com foco no ensino de música, considerando as ideias de Adorno, deverá partir do princípio que a imersão crítica na obra de arte é fundamental e, assim, por meio daquilo que ela tem a oferecer - sua aura, sua essência, sua forma e seu conteúdo - poderá ser construído um conhecimento que proporcione uma verdadeira práxis revolucionária. Conclui-se com essa discussão que há a necessidade de envolver os alunos com o ensino de música de modo que tenham condições de ter uma interação técnica, teórica, criativa e crítica com a música, em que se espera entender e refletir sobre as complexas tramas de relações estabelecidas no contexto social e, a partir daí, fortalecer o combate à barbárie e à dominação, que levam à desumanização em meio à cultura.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-18T14:14:39Z No. of bitstreams: 2 Tese - Cristiano Aparecido da Costa - 2017.pdf: 1875064 bytes, checksum: 84731c950df130b1f67e2ebf7d74a74a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-18T14:15:26Z (GMT) No. of bitstreams: 2 Tese - Cristiano Aparecido da Costa - 2017.pdf: 1875064 bytes, checksum: 84731c950df130b1f67e2ebf7d74a74a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2017-09-18T14:15:26Z (GMT). No. of bitstreams: 2 Tese - Cristiano Aparecido da Costa - 2017.pdf: 1875064 bytes, checksum: 84731c950df130b1f67e2ebf7d74a74a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-17Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação (FE)UFGBrasilFaculdade de Educação - FE (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação estéticaMúsicaFormação humanaTeoria críticaIndústria culturalAesthetic educationMusicHuman frmationCritical theoryCultural industryCIENCIAS HUMANAS::EDUCACAOEducação estética, música e formação humana: contradições da cultura à luz da teoria AdornianaAesthetic education, music and human formation: contradictions of culture in the light of Adornian Theoryinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-57835581169077621366006006006002113337254376466508-2403458189103523672075167498588264571reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.eng.fl_str_mv |
Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana |
dc.title.alternative.eng.fl_str_mv |
Aesthetic education, music and human formation: contradictions of culture in the light of Adornian Theory |
title |
Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana |
spellingShingle |
Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana Costa, Cristiano Aparecido da Educação estética Música Formação humana Teoria crítica Indústria cultural Aesthetic education Music Human frmation Critical theory Cultural industry CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana |
title_full |
Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana |
title_fullStr |
Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana |
title_full_unstemmed |
Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana |
title_sort |
Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana |
author |
Costa, Cristiano Aparecido da |
author_facet |
Costa, Cristiano Aparecido da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Zanolla, Silvia Rosa da Silva |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5315228656448708 |
dc.contributor.referee1.fl_str_mv |
Cunha, Estercio Marquez |
dc.contributor.referee2.fl_str_mv |
Crochik, José Leon |
dc.contributor.referee3.fl_str_mv |
Nogueira, Monique Andries |
dc.contributor.referee4.fl_str_mv |
Rosa, Sandra Valéria Limonta |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7240507482094602 |
dc.contributor.author.fl_str_mv |
Costa, Cristiano Aparecido da |
contributor_str_mv |
Zanolla, Silvia Rosa da Silva Cunha, Estercio Marquez Crochik, José Leon Nogueira, Monique Andries Rosa, Sandra Valéria Limonta |
dc.subject.por.fl_str_mv |
Educação estética Música Formação humana Teoria crítica Indústria cultural |
topic |
Educação estética Música Formação humana Teoria crítica Indústria cultural Aesthetic education Music Human frmation Critical theory Cultural industry CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Aesthetic education Music Human frmation Critical theory Cultural industry |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This theoretical and bibliographical research proposes reflections on the teaching of music with the aim of constituting critical, creative and socially emancipated subjects. Its main objective was to contribute to the praxis related to Art and Education, in order to reflect on the contradictions of culture in the human formation process while enabling to fulfill experiences. In order to accomplish that objective, we worked with the concept of Aesthetic Education, from music, in the light of the Critical Theory of the Frankfurt Society, more specifically from T. W. Adorno’s point of view. The main question stated in the research was: How can music, in the field of Education, based on Adorno’s ideas, contribute to the human formation? This research was grounded on Negative Dialectics for the understanding of the concept of human (de)formation, which means that contradictions of formation, highlighted in this study, were regarded as principles for the Adorno’s Aesthetic Education. Concerning the theme, it became noticeable, while reflecting on tonality and atonality, referring to composers such as Mahler, Schönberg, Berg and Stravinsky, that recognizing music as a formative art means understanding its emancipatory potential through the direct relation between form and content, essence and appearance. The mediation of music in the formative process may occur when what is in focus is the student’s involvement in her/his immanent character, appropriating music in its totality, from musical technical questions to the way it was idealized and materialized – its historicity and identity, as an element to fight the culture of barbarism. In this perspective, the formation, through music, undergoes the process of creation, interpretation and appreciation in which the possibilities of ideological impositions become noticeable. Thus, Aesthetic Education, focused on the teaching of music, considering Adorno’s ideas, must assume that critical immersion in the work of art is fundamental and, therefore, through what it offers - its aura, its essence, Its form and its content - knowledge can be built in a way that it provides a true revolutionary praxis. It is possible to conclude with this discussion that students must be involved with the teaching of music so that they are able to have a technical, theoretical, creative and critical interaction with music, in which they are, hopefully, going to understand and reflect on the complex plots of relations established in the social context and, thereafter, strengthen the struggle against barbarism and domination, which lead to dehumanization amid culture. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-09-18T14:15:26Z |
dc.date.issued.fl_str_mv |
2017-08-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
COSTA, Cristiano Aparecido da. Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana. 2017. 160 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2017. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/7751 |
dc.identifier.dark.fl_str_mv |
ark:/38995/001300000c1ng |
identifier_str_mv |
COSTA, Cristiano Aparecido da. Educação estética, música e formação humana: contradições da cultura à luz da teoria Adorniana. 2017. 160 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2017. ark:/38995/001300000c1ng |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/7751 |
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por |
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por |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Universidade Federal de Goiás |
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UFG |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação - FE (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
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Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/225cf01e-d85d-4cb1-b8e7-c738cdae4a1c/download http://repositorio.bc.ufg.br/tede/bitstreams/a95c25ff-fa63-49d0-b28c-40f1728cd26d/download http://repositorio.bc.ufg.br/tede/bitstreams/72815147-5a2e-42bb-a7fb-7859d21b34b1/download http://repositorio.bc.ufg.br/tede/bitstreams/1f2de08a-6452-4a3f-b67b-da02a99483b6/download http://repositorio.bc.ufg.br/tede/bitstreams/fb1c82bc-21b4-48f5-95a5-ec656725b1b8/download |
bitstream.checksum.fl_str_mv |
bd3efa91386c1718a7f26a329fdcb468 4afdbb8c545fd630ea7db775da747b2f d41d8cd98f00b204e9800998ecf8427e d41d8cd98f00b204e9800998ecf8427e 84731c950df130b1f67e2ebf7d74a74a |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1811721492534132736 |