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Patrícia Furst Santiagohttp://lattes.cnpq.br/8192227489366915Carla Silva ReisGláucia de Andrade BorgesJussara Rodrigues FernandinoMaria Betânia Parisi Fonsecahttp://lattes.cnpq.br/8332646666445858Izabela da Cunha Pavan Alvim2022-07-15T00:00:44Z2022-07-15T00:00:44Z2022-02-25http://hdl.handle.net/1843/43289https://orcid.org/0000-0002-8654-9728Esta pesquisa investigou o ensino-aprendizagem do piano pelo Método Suzuki no Brasil. A investigação abrange os aspectos histórico, filosófico e pedagógico e a prática atual desse método em diferentes regiões brasileiras. A revisão de literatura empreendida para esta tese evidenciou que o Método Suzuki de Piano integra um sistema educacional denominado Educação do Talento, que contém: (1) uma filosofia de ensino cujo princípio fundamental é a crença no potencial de todas as pessoas; (2) uma metodologia de ensino inspirada na forma pela qual as crianças aprendem sua língua materna; (3) práticas pedagógicas que visam a uma educação integral do ser humano por meio da música. Além disso, a revisão de literatura evidenciou que o Método Suzuki de Piano apresenta características diferenciadas em relação a outros métodos destinados à iniciação ao piano. A coleta de dados empreendida para esta pesquisa foi realizada em duas etapas. Na primeira etapa, foram realizadas entrevistas semiestruturadas com 4 professoras brasileiras, pioneiras do Método Suzuki de Piano no Brasil. As entrevistas foram integralmente transcritas. Na segunda etapa, foram realizadas observações não-participantes de aulas individuais ministradas por 4 professoras de piano brasileiras, provenientes de diferentes regiões do país. Essas aulas foram ministradas a 4 alunas de piano, entre 5 e 6 anos de idade. Nas aulas, as crianças estavam acompanhadas por seus pais ou mães. Ao todo foram observadas 4 aulas sequenciais de cada professora, ministradas às crianças participantes da pesquisa, seguindo os preceitos do Método Suzuki de Piano. As crianças, seus pais e as professoras, responderam a questionários. As entrevistas e questionários foram analisados qualitativamente a partir de categorias pré-estabelecidas, com o auxílio do programa MAXQDA. Para a análise dos dados gerados pelas observações não-participantes, foi utilizada a categorização de Zorzal (2014), proposta para a análise de estratégias de ensino adotadas por professores em aulas de instrumento musical. Os dados obtidos revelaram que a aplicação do Método Suzuki de Piano no Brasil teve início em 1982 e goza atualmente de um crescimento quantitativo e qualitativo. Constatou-se que as professoras brasileiras participantes da pesquisa têm encontrado alternativas para superar as lacunas do Método e que os benefícios proporcionados por ele superam os desafios encontrados em sua aplicação. Além disso, constatou-se que, apesar de abordarem o mesmo conteúdo nas aulas, cada professora participante da pesquisa o fez a partir de uma combinação diferente de estratégias de ensino, o que refletiu não somente suas características pessoais, mas também seu grau de apropriação das estratégias de ensino características do Método Suzuki de Piano. Finalmente, a pesquisa concluiu que a aplicação dos princípios do Método Suzuki de Piano no Brasil é possível, mas algumas adaptações podem se fazer necessárias. Passados 75 anos de sua criação, o Método continua sendo uma referência metodológica para o ensino do piano, especialmente para crianças na segunda infância.This research investigated the teaching and learning of the piano by the Suzuki Method in Brazil. The investigation covers the historical, philosophical and pedagogical aspects and the current practice of this method in different Brazilian regions. The literature review undertaken for this thesis showed that the Suzuki Piano School is part of an educational system called Talent Education, which contains: (1) a teaching philosophy whose fundamental principle is the belief in the potential of all human beings; (2) a teaching methodology inspired by the way in which children learn their mother tongue; (3) pedagogical practices that aim at an integral education of the human being through music. In addition, the literature review showed that the Suzuki Piano School has different characteristics in relation to other methods intended for piano initiation. The data collection undertaken for this research was carried out in two stages. In the first stage, semi-structured interviews were carried out with 4 Brazilian teachers, pioneers of the Suzuki Piano School in Brazil. The interviews were fully transcribed. In the second stage, non-participant observations of individual lessons taught by 4 Brazilian piano teachers from different regions of the country were carried out. These classes were given to 4 piano students, between 5 and 6 years old. In the classes, the children were accompanied by their mothers or fathers. In all, 4 sequential classes were observed by each teacher, given to the children participating in the research, following the precepts of the Suzuki Piano School. The children, their parents and the teachers answered questionnaires. The interviews and questionnaires were qualitatively analyzed from pre-established categories, with the help of the MAXQDA software. For the analysis of the data generated by the non-participant observations, Zorzal's (2014) categorization was used, proposed for the analysis of teaching strategies adopted by teachers in musical instrument classes. The data obtained revealed that the application of the Suzuki Piano School in Brazil began in 1982 and currently is experiencing a quantitative and qualitative growth. The research reveals that the Brazilian teachers participating in the research have found alternatives to overcome the gaps of the Method and that the benefits provided by it overcome the challenges encountered in its application. In addition, the research found that, despite covering the same content in classes, each teacher participating in the research did so from a different combination of teaching strategies, which reflected not only their personal characteristics, but also the degree of appropriation by the teachers of the Suzuki Piano School characteristic teaching strategies. Finally, the research concluded that the application of the Suzuki Piano School principles in Brazil is possible, but some adaptations may be necessary. 75 years after its creation, the Method remains a reference for teaching the piano, especially for children from the age of three years old.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em MúsicaUFMGBrasilMUSICA - ESCOLA DE MUSICAEducação musicalMétodo SuzukiPiano - Instrução e estudoMétodo SuzukiEducação do TalentoPedagogia do PianoEnsino-aprendizagem do pianoEstratégias de ensino do pianoPerspectivas sobre o ensino-aprendizagem do piano pelo Método Suzuki no BrasilPerspectives on the teaching-learning of the piano by the Suzuki Method in Brazilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALIzabela C Pavan Alvim Tese versão final.pdfIzabela C Pavan Alvim Tese versão final.pdfALVIM Perspectivas sobre o ensinoaprendizagem do piano pelo Método Suzuki no Brasil - Tese completaapplication/pdf4879656https://repositorio.ufmg.br/bitstream/1843/43289/1/Izabela%20C%20Pavan%20Alvim%20Tese%20vers%c3%a3o%20final.pdf57f4c0c2689ff59934538640fdde6794MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/43289/2/license.txtcda590c95a0b51b4d15f60c9642ca272MD521843/432892022-07-14 21:00:45.173oai:repositorio.ufmg.br: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ório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2022-07-15T00:00:45Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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