Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14388 |
Resumo: | The present work concerns an auto-ethnographic study based on life experiences and reflections of an educator at Escola Viva Preschool and Elementary-Middle School, located in the city center of Natal, Rio Grande do Norte. As a cognitive model of operation, we use the metaphor of the Circle Dance. The objective of this study is to identify, interpret and describe the ludopoetics that are achieved through a Musical Education program, which we denominate, Humanescent. The data of this investigation was derived from the music making by Preschool and Elementary-Middle School students at Escola Viva during 2007, 2008 and 2009, from which 20 learners were selected to form the corpus, along with the description and interpretation of photos of their experiences and sand tray scenes. We justify the methodological systemization of the research based on our own pedagogical practice, which supports Musical Education in the schools based on the principals of Embodiment, Autopoesis and Flow. The methodological systemization was developed through an Action Research model and on the concepts of Systemic Development, with the goal of re-reading the context investigated through the structuring of categories of Ludopoesis: Self-esteem, Self-territory, Self-connectivity, Self-realization and Selfworth. We used an observant-participant research approach with regard to the perception of emergent knowledge, the surroundings, the experience lived and the contextual and vibration of the circumstances. Besides this, we used projection to interpret the experiences lived, in the form of drawings, short poems, letters or sand tray scenes as symbolic interpretations of experience. In the unfolding of the Ludopoetic Process (Selfesteem, Self-territory, Self-connectivity, Self-realization and Selfworth) we draw conclusions about the relevance of the ludic musical experience, which foments the formation of the self based on music learning, and which is demonstrated in the Embodiment of the learners. In the auto-formative process (of learners and educators) we observe the importance of pedagogical work based on Musical Humanescent Education that gives value to the music making path to the construction of music and performance in play, creativity, and sensibility. The experience of making music in a playful way allows for organization of the self and its autonomous production in the joy of living within a ludopoetic process. These findings highlight the educator as in a permanent state of selfformation, which generates moments of flow. However, in Musical Humanescent Education, music is learned collectively, doing a circle dance, experiencing love, fostering an expansion of the creative spirit, and giving recognition to playfulness as a necessary condition for education and to the value of music made with the true nature and sensibilities of the educators |
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Mosca, Maristela de Oliveirahttp://lattes.cnpq.br/9283862894499360http://lattes.cnpq.br/4163129273132129Silva, Pierre Normando Gomes dahttp://lattes.cnpq.br/2826378188128750Cavalcanti, Kátia Brandãohttp://lattes.cnpq.br/9326940913150585Souza, Zilmar Rodrigues dehttp://lattes.cnpq.br/7399572379443219Pires, Edmilson Ferreira2014-12-17T14:36:26Z2010-10-012014-12-17T14:36:26Z2010-07-14MOSCA, Maristela de Oliveira. Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente. 2010. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2010.https://repositorio.ufrn.br/jspui/handle/123456789/14388The present work concerns an auto-ethnographic study based on life experiences and reflections of an educator at Escola Viva Preschool and Elementary-Middle School, located in the city center of Natal, Rio Grande do Norte. As a cognitive model of operation, we use the metaphor of the Circle Dance. The objective of this study is to identify, interpret and describe the ludopoetics that are achieved through a Musical Education program, which we denominate, Humanescent. The data of this investigation was derived from the music making by Preschool and Elementary-Middle School students at Escola Viva during 2007, 2008 and 2009, from which 20 learners were selected to form the corpus, along with the description and interpretation of photos of their experiences and sand tray scenes. We justify the methodological systemization of the research based on our own pedagogical practice, which supports Musical Education in the schools based on the principals of Embodiment, Autopoesis and Flow. The methodological systemization was developed through an Action Research model and on the concepts of Systemic Development, with the goal of re-reading the context investigated through the structuring of categories of Ludopoesis: Self-esteem, Self-territory, Self-connectivity, Self-realization and Selfworth. We used an observant-participant research approach with regard to the perception of emergent knowledge, the surroundings, the experience lived and the contextual and vibration of the circumstances. Besides this, we used projection to interpret the experiences lived, in the form of drawings, short poems, letters or sand tray scenes as symbolic interpretations of experience. In the unfolding of the Ludopoetic Process (Selfesteem, Self-territory, Self-connectivity, Self-realization and Selfworth) we draw conclusions about the relevance of the ludic musical experience, which foments the formation of the self based on music learning, and which is demonstrated in the Embodiment of the learners. In the auto-formative process (of learners and educators) we observe the importance of pedagogical work based on Musical Humanescent Education that gives value to the music making path to the construction of music and performance in play, creativity, and sensibility. The experience of making music in a playful way allows for organization of the self and its autonomous production in the joy of living within a ludopoetic process. These findings highlight the educator as in a permanent state of selfformation, which generates moments of flow. However, in Musical Humanescent Education, music is learned collectively, doing a circle dance, experiencing love, fostering an expansion of the creative spirit, and giving recognition to playfulness as a necessary condition for education and to the value of music made with the true nature and sensibilities of the educatorsTrata-se de um estudo autoetnográfico com base nas vivências e reflexões de uma educadora na Escola Viva, uma escola de Educação Infantil e Ensino Fundamental, localizada na Área Central do município de Natal/RN. Como operador cognitivo utilizamos a Metáfora da Ciranda. O objetivo do estudo foi identificar, interpretar e descrever os processos ludopoiéticos que se revelam na Educação Musical, a que adjetivamos de Humanescente. Os registros desta investigação foram pautados nas vivências musicalizadoras de alunos da Educação Infantil e do Ensino Fundamental nos anos de 2007, 2008 e 2009, sendo selecionados os registros de 20 educandos, além da descrição e interpretação de fotos das vivências e dos cenários trabalhados na caixa de areia. Justificamos a sistematização da pesquisa a partir de nossa prática pedagógica, que defende a Educação Musical na escola a partir dos pressupostos da Corporeidade, da Autopoiese e do Fluxo. A sistematização metodológica se desenvolveu a partir dos princípios da Pesquisa-Ação e nos pressupostos do Desenvolvimento Sistêmico, procurando fazer uma (re)leitura do contexto investigado com as categorias estruturantes da Ludopoiese: Autotelia, Autoterritorialidade, Autoconectividade, Autofruição e Autovalia. Utilizamos como técnica de pesquisa a observação participante, enquanto condição na percepção das emergências, do entorno, do vivido e das circunstâncias vibracionais e contextuais. Além disso, utilizamos a projeção ao interpretarmos o vivido em forma de desenhos, pequenos poemas, cartas ou cenários na caixa de areia como interpretação simbólica do vivenciado. No revelar dos Processos Ludopoiéticos (Autotelia, Autoterritorialidade, Autoconectividade, Autofruição e Autovalia) concluímos sobre a relevância da vivência musical com ludicidade, proporcionado a autoformação do ser a partir da aprendizagem musical que se revela na Corporeidade dos educandos. Nos processos autoformativos (dos educandos e da educadora) observamos a importância de um trabalho pedagógico a partir da Educação Musical Humanescente, que valoriza o percurso musicalizador para a construção musical e a performance na ludicidade, criatividade e sensibilidade. O vivenciar a música com ludicidade permitiu a autoorganização do ser e sua autoprodução na alegria de viver enquanto processo ludopoiético. Neste sentido, destacamos que o educador se encontra em permanente processo autoformativo que gera momentos de fluxos. Portanto, na Educação Musical Humanescente se aprende música na coletividade, dançando a ciranda, vivenciando a amorosidade, permitindo a expansão do espírito criativo, o reconhecimento da ludicidade como condição na educação e a valorização do fazer musical na naturalidade e sensibilidades dos educandosCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoCorporeidadeeducação musicalautopoiesefluxoludopoieseEmbodimentmusical educationautopoesisflowludopoesisCNPQ::CIENCIAS HUMANAS::EDUCACAOComo se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescenteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALMaristelaOM_DISSERT.pdfapplication/pdf2808377https://repositorio.ufrn.br/bitstream/123456789/14388/1/MaristelaOM_DISSERT.pdf8176dbd9c513c0dc571d98c929697080MD51TEXTMaristelaOM_DISSERT.pdf.txtMaristelaOM_DISSERT.pdf.txtExtracted texttext/plain410445https://repositorio.ufrn.br/bitstream/123456789/14388/6/MaristelaOM_DISSERT.pdf.txt4f14578a544082f5b984f42635cd82ceMD56THUMBNAILMaristelaOM_DISSERT.pdf.jpgMaristelaOM_DISSERT.pdf.jpgIM Thumbnailimage/jpeg10602https://repositorio.ufrn.br/bitstream/123456789/14388/7/MaristelaOM_DISSERT.pdf.jpg452cfc7f3be0e7fa57f14f9d761767d6MD57123456789/143882017-11-01 22:04:02.932oai:https://repositorio.ufrn.br:123456789/14388Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-02T01:04:02Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente |
title |
Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente |
spellingShingle |
Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente Mosca, Maristela de Oliveira Corporeidade educação musical autopoiese fluxo ludopoiese Embodiment musical education autopoesis flow ludopoesis CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente |
title_full |
Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente |
title_fullStr |
Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente |
title_full_unstemmed |
Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente |
title_sort |
Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente |
author |
Mosca, Maristela de Oliveira |
author_facet |
Mosca, Maristela de Oliveira |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/9283862894499360 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/4163129273132129 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Silva, Pierre Normando Gomes da |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/2826378188128750 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Cavalcanti, Kátia Brandão |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/9326940913150585 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Souza, Zilmar Rodrigues de |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://lattes.cnpq.br/7399572379443219 |
dc.contributor.author.fl_str_mv |
Mosca, Maristela de Oliveira |
dc.contributor.advisor1.fl_str_mv |
Pires, Edmilson Ferreira |
contributor_str_mv |
Pires, Edmilson Ferreira |
dc.subject.por.fl_str_mv |
Corporeidade educação musical autopoiese fluxo ludopoiese |
topic |
Corporeidade educação musical autopoiese fluxo ludopoiese Embodiment musical education autopoesis flow ludopoesis CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Embodiment musical education autopoesis flow ludopoesis |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present work concerns an auto-ethnographic study based on life experiences and reflections of an educator at Escola Viva Preschool and Elementary-Middle School, located in the city center of Natal, Rio Grande do Norte. As a cognitive model of operation, we use the metaphor of the Circle Dance. The objective of this study is to identify, interpret and describe the ludopoetics that are achieved through a Musical Education program, which we denominate, Humanescent. The data of this investigation was derived from the music making by Preschool and Elementary-Middle School students at Escola Viva during 2007, 2008 and 2009, from which 20 learners were selected to form the corpus, along with the description and interpretation of photos of their experiences and sand tray scenes. We justify the methodological systemization of the research based on our own pedagogical practice, which supports Musical Education in the schools based on the principals of Embodiment, Autopoesis and Flow. The methodological systemization was developed through an Action Research model and on the concepts of Systemic Development, with the goal of re-reading the context investigated through the structuring of categories of Ludopoesis: Self-esteem, Self-territory, Self-connectivity, Self-realization and Selfworth. We used an observant-participant research approach with regard to the perception of emergent knowledge, the surroundings, the experience lived and the contextual and vibration of the circumstances. Besides this, we used projection to interpret the experiences lived, in the form of drawings, short poems, letters or sand tray scenes as symbolic interpretations of experience. In the unfolding of the Ludopoetic Process (Selfesteem, Self-territory, Self-connectivity, Self-realization and Selfworth) we draw conclusions about the relevance of the ludic musical experience, which foments the formation of the self based on music learning, and which is demonstrated in the Embodiment of the learners. In the auto-formative process (of learners and educators) we observe the importance of pedagogical work based on Musical Humanescent Education that gives value to the music making path to the construction of music and performance in play, creativity, and sensibility. The experience of making music in a playful way allows for organization of the self and its autonomous production in the joy of living within a ludopoetic process. These findings highlight the educator as in a permanent state of selfformation, which generates moments of flow. However, in Musical Humanescent Education, music is learned collectively, doing a circle dance, experiencing love, fostering an expansion of the creative spirit, and giving recognition to playfulness as a necessary condition for education and to the value of music made with the true nature and sensibilities of the educators |
publishDate |
2010 |
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2010-10-01 2014-12-17T14:36:26Z |
dc.date.issued.fl_str_mv |
2010-07-14 |
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2014-12-17T14:36:26Z |
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MOSCA, Maristela de Oliveira. Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente. 2010. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2010. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14388 |
identifier_str_mv |
MOSCA, Maristela de Oliveira. Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente. 2010. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2010. |
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