Construindo conhecimentos musicais e pedagógico-musicais em grupo: experiências formativas na educação especial

• Autor(a) principal: Corrêa, Juliane Riboli
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/7074
• topic: Educação musical; Educação especial; Grupo de formação musical e pedagógico-musical; Experiências formativas; Musical education; Special education; Group of musical and pedagogic-musical formation; Formative experiences; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The current dissertation is linked to the Educação e Artes Research Line (LP04), from Programa de Pós-Graduação em Educação, from Universidade Federal de Santa Maria (PPGE/UFSM) and to the Study Group Formação, Ação e Pesquisa em Educação Musical (FAPEM). As general purpose, the research sought to investigate in which manner a teacher training group of students from Special Education (EE), mediated by musical and pedagogical-musical experiences, potentiates learning relations between music and EE. As specific purposes, it sought to understand how the formation group, mediated by experiences involving Musical Education and EE, can be a learning device and to comprehend the group function in the development of teaching practice learning. This investigation had as methodological framework, the participant research articulated to formation research and it was carried out through a Group of Musical and Pedagogic-musical Formation (GFMP), composed by me and ten EE students from UFSM. As methodological instruments to produce data, it was employed participants‟ oral narratives (carried out during the meetings) and written ones (obtained through field diary). The research brought as theoretical framework, authors such as Josso (2010), Brandão (1992), Oliveira (2009, 2011), Ferry (2004), Imbernón (2010) Larrosa (2002), Dewey (1976), Bellochio (2000), Vygotsky (1982), among others. The data produced in the research were analyzed and organized into categories that permeate the entire dissertative writing. As results from this investigation, it is pointed out the potential of the group in the sense of mediating musical and pedagogic-musical formative experiences in Special Education and the music as a knowledge that potentiates development. The research was a possibility to walk towards self, with the others, in the construction of new knowledge and formative experiences in relation to Music and EE.