Por uma Didática Desenvolvimental da Subjetividade no ensino de Música na escola

• Autor(a) principal: Arantes, Lucielle Farias
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/22331; http://dx.doi.org/10.14393/ufu.te.2018.310
• topic: Didática do ensino de Música na escola; Didática Desenvolvimental da Subjetividade no ensino de Música na educação básica; Educação Musical e subjetividade; Didactics of Music teaching in school; Developmental Teaching of Subjectivity in Music teaching in primary education; Musical Education and subjectivity; Educação; Música (Ensino fundamental); Música na educação; Música - aspectos psicológicos; CNPQ::CIENCIAS HUMANAS::EDUCACAO; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::MUSICA

The present study, belonging to Didactics, aims at establishing a didactic proposal to the teaching of music at school, which contributes to the integral development of students by considering their active potential and production of subjective senses. Specific goals are as follows: defining principles of a Developmental Teaching based on the Subjectivity Theory; building a perspective upon expressions of subjective senses involved in musical teaching and learning processes of elementary students of College of Application School of Basic Education of the Federal University of Uberlândia (CAp Eseba-UFU) and developing teaching strategies for music classes with the purpose of creating subjective senses. Based on the Cultural-Historical Theory, Music is here approached as a field of artistic expression and knowledge to be taught and learned in school in search of human development. In this perspective, teaching processes are fundamental, once they stimulate the development of individuals by directing them to the area of their future potentialities. Therefore, individuals are impelled to surpass their level of real development as they deal with contents of teaching and learning. Established by the Belarusian psychologist L. S. Vygotsky (1896-1934) with his fundamental thought on historical and cultural nature of the psyche, the concept of zone of potential development overcame the idea that human development concerned a predominantly biological process, on which the theorization of developmental intentional teaching, so-called Developmental Teaching, was based. Despite its outstanding contributions and progress compared with other didactic conceptions, Developmental Teaching – systematized and implemented by Soviet psychologists and educators – revealed its limits by adopting a less dialectical perception of materialism, incurring the denial of the generating capacity of the psyche. By his critical reading of Vygotsky’s work and the Activity Theory, the basis of Developmental Teaching, the Cuban psychologist González Rey (1949) developed his Theory of Subjectivity emphasizing the subjective occurrences as productions of individuals in dialectic units with the subjectivity of places where their social experience is made. Music teaching and learning strategies were developed at CAp Eseba/UFU from the perspective defended by González Rey about subjectivity and the notion that education generates and drives the human development, thereby putting principles of a Developmental Teaching of Subjectivity into practice. The musical-pedagogical work, held in collective dialogic environment on the basis of a constructive interpretative methodology, provided an initial understanding of the students about the interrelated musical expressive means and the development of skills in processes filled with symbolic-emotional expressions. If valued in the school environment, with adequate conditions for its development and guided by the principles of a Developmental Teaching of Subjectivity, Music teaching can contribute considerably to the integral development of students during their school years.