Ensino coletivo de violão: uma proposta metodológica

• Autor(a) principal: Sá, Fábio Amaral da Silva
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000cftm
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/5541
• topic: Ensino coletivo de violão; Escola de educação básica; Aprendizagem musical; Collective Teaching guitar; Primary school; Musical learning; ARTES::MUSICA

This research aimed to systematize a teaching methodology that includes the initial musical education of students in basic education and the expansion of its musical repertoire through Collective Guitar Teaching. The research methodology is essentially qualitative and was carried from the Action Research Method, characterized by the active role of the researcher in the analyzed reality. It used different techniques to collect data such as interviews, questionnaires, shooting classes, protocols and the establishment of the jury. Methodological teaching proposal was applied by a research professor in basic education school regular education in the city of Goiânia-GO. It constituted a class with 16 students from the high school who participated in the activity after school. The methodology of teaching the following principles: 1) democratize access to music teaching in basic education; 2) All individuals are able to have a musical cognitive development; 3) Different procedures may be used to facilitate the memorizing and learning music; 4) The creation, creativity and improvisation should be encouraged in the musical initiation process; 5) musical appreciation must be present in music lessons; 6) Imitation is an important resource in learning music; 7) The use of music theory and singing are essential in the music education process; 8) The motivation and socialization favor the musical learning; 9) Music theory should be related to the practice (Applied Theory); 10) The music lesson should include unity and variety across a distributed practice; 11) Consider the musical repertoire of the students; 12) Contemplating cultural diversity and lead students to new musical experiences. These principles are anchored in different theoretical references from authors who study and work with ECIM theme in Brazil, authors from the field of music cognition and pedagogical concepts advocated by six music educators: Dalcroze, Kodaly, Orff, Suzuki, Gainza and Swanwick. The survey results revealed that the methodological proposal of collective guitar teaching included both issues related to cultural technical musical training as training of students and proved efficient in the teaching-learning process for several reasons: it provides the musical basic training; meets educational regulations; It enables the expansion of the repertoire and musical taste of students; It allows, from the contextualization of the musical elements, critical reflection and analysis of musical aspects; favors the development of different skills to music making and promote the development of the expression and creativity of the students. It also allows students to express themselves musically when using a diverse musical repertoire as the musical styles and genres. Thus, the methodological proposal systematized applied is configured as one of the possible and feasible ways to contemplate the teaching of music content in basic education schools in Brazil, as required by law 11,769 / 2008 (BRAZIL, 2008)