IMAGINATION AND MEMORY, PLAYED, SUNG AND TOLD IN PROSE
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Travessias (Cascavel. Online) |
Texto Completo: | https://e-revista.unioeste.br/index.php/travessias/article/view/4249 |
Resumo: | This paper addresses the relationship between the child and musical language in its communicative and ludic aspects. Based on the assumption that the child is a social being and thus interacts with the world by using various forms of language, musical language is seen as an accessible and expressive vehicle of communication, which contains in its melodies and rhythms, historical and social characteristics that are also present in the child’s life. In this sense, musical language provides communication with the real world mediated by the child’s feelings and social imaginary in the perception and meaning assignment of the objects, people, facts and individual or group relations. Music has, in its composition, a kind of magic that cannot be conveyed in spoken or written communication, and therefore it transcends the socially defined and approved limits, resulting in new findings, interpretations and even essential actions for the child development. The theoretical framework for the analysis is based on authors from the fields of Sociology, Musical Art and Education, such as Phillipe Ariés (1981), George Snyders (1997), Walter Benjamin (2002), among others. In this regard, we aim at considering the child’s sensitivity as a sociological construction of the human being. |
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IMAGINATION AND MEMORY, PLAYED, SUNG AND TOLD IN PROSEIMAGINAÇÃO E MEMÓRIA, TOCADAS, CANTADAS E CONTADAS EM PROSALinguagem artísticaMemóriaIdentidade. This paper addresses the relationship between the child and musical language in its communicative and ludic aspects. Based on the assumption that the child is a social being and thus interacts with the world by using various forms of language, musical language is seen as an accessible and expressive vehicle of communication, which contains in its melodies and rhythms, historical and social characteristics that are also present in the child’s life. In this sense, musical language provides communication with the real world mediated by the child’s feelings and social imaginary in the perception and meaning assignment of the objects, people, facts and individual or group relations. Music has, in its composition, a kind of magic that cannot be conveyed in spoken or written communication, and therefore it transcends the socially defined and approved limits, resulting in new findings, interpretations and even essential actions for the child development. The theoretical framework for the analysis is based on authors from the fields of Sociology, Musical Art and Education, such as Phillipe Ariés (1981), George Snyders (1997), Walter Benjamin (2002), among others. In this regard, we aim at considering the child’s sensitivity as a sociological construction of the human being. Este artigo aborda a relação entre a criança e a linguagem artística musical em seus aspectos comunicativos e lúdicos. Partindo da perspectiva de que a criança é um ser social e, como tal, interage com o mundo a partir das mais variadas linguagens, a linguagem musical é apresentada como um veículo comunicativo acessível e expressivo, que suporta em suas melodias e ritmos, características históricas e sociais também presentes na vida da criança. Desta maneira a linguagem musical propicia a comunicação com o mundo real mediado pelo sentimento e imaginário infantil que percebe e significa as coisas, as pessoas, os fatos e as relações tanto individuais como coletivas. O som e a melodia contêm em sua composição a magia do que não pode ser transmitido na comunicação formal da fala ou escrita, e por esse motivo transcende os limites socialmente definidos e aprovados, provocando novas descobertas, interpretações e até mesmo ações imprescindíveis ao desenvolvimento infantil. O referencial teórico para análise encontra-se situado em autores da Sociologia, da Arte Musical e da Educação, tais como Phillipe Ariés (1981), George Snyders (1997), Walter Benjamin (2002), entre outros. Desta forma, pretende-se valorizar a sensibilidade musical infantil como construção sociológica do ser.Unioeste2010-12-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://e-revista.unioeste.br/index.php/travessias/article/view/4249Travessias; Vol. 4 No. 3 (2010)Travessias; Vol. 4 Núm. 3 (2010)Travessias; v. 4 n. 3 (2010)1982-5935reponame:Travessias (Cascavel. Online)instname:Universidade Estadual do Oeste do Paraná (Unioeste)instacron:Unioesteporhttps://e-revista.unioeste.br/index.php/travessias/article/view/4249/3524Copyright (c) 2010 Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob CC-BY-NC-SA 4.0 que permite o compartilhamento do trabalho com indicação da autoria e publicação inicial nesta revistainfo:eu-repo/semantics/openAccessElger Gonçalves, Sandra Aparecida2020-12-08T11:43:01Zoai:ojs.e-revista.unioeste.br:article/4249Revistahttps://e-revista.unioeste.br/index.php/travessiasPUBhttps://e-revista.unioeste.br/index.php/travessias/oairevista.travessias@unioeste.br1982-59351982-5935opendoar:2020-12-08T11:43:01Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste)false |
dc.title.none.fl_str_mv |
IMAGINATION AND MEMORY, PLAYED, SUNG AND TOLD IN PROSE IMAGINAÇÃO E MEMÓRIA, TOCADAS, CANTADAS E CONTADAS EM PROSA |
title |
IMAGINATION AND MEMORY, PLAYED, SUNG AND TOLD IN PROSE |
spellingShingle |
IMAGINATION AND MEMORY, PLAYED, SUNG AND TOLD IN PROSE Elger Gonçalves, Sandra Aparecida Linguagem artística Memória Identidade. |
title_short |
IMAGINATION AND MEMORY, PLAYED, SUNG AND TOLD IN PROSE |
title_full |
IMAGINATION AND MEMORY, PLAYED, SUNG AND TOLD IN PROSE |
title_fullStr |
IMAGINATION AND MEMORY, PLAYED, SUNG AND TOLD IN PROSE |
title_full_unstemmed |
IMAGINATION AND MEMORY, PLAYED, SUNG AND TOLD IN PROSE |
title_sort |
IMAGINATION AND MEMORY, PLAYED, SUNG AND TOLD IN PROSE |
author |
Elger Gonçalves, Sandra Aparecida |
author_facet |
Elger Gonçalves, Sandra Aparecida |
author_role |
author |
dc.contributor.author.fl_str_mv |
Elger Gonçalves, Sandra Aparecida |
dc.subject.por.fl_str_mv |
Linguagem artística Memória Identidade. |
topic |
Linguagem artística Memória Identidade. |
description |
This paper addresses the relationship between the child and musical language in its communicative and ludic aspects. Based on the assumption that the child is a social being and thus interacts with the world by using various forms of language, musical language is seen as an accessible and expressive vehicle of communication, which contains in its melodies and rhythms, historical and social characteristics that are also present in the child’s life. In this sense, musical language provides communication with the real world mediated by the child’s feelings and social imaginary in the perception and meaning assignment of the objects, people, facts and individual or group relations. Music has, in its composition, a kind of magic that cannot be conveyed in spoken or written communication, and therefore it transcends the socially defined and approved limits, resulting in new findings, interpretations and even essential actions for the child development. The theoretical framework for the analysis is based on authors from the fields of Sociology, Musical Art and Education, such as Phillipe Ariés (1981), George Snyders (1997), Walter Benjamin (2002), among others. In this regard, we aim at considering the child’s sensitivity as a sociological construction of the human being. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-12-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://e-revista.unioeste.br/index.php/travessias/article/view/4249 |
url |
https://e-revista.unioeste.br/index.php/travessias/article/view/4249 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://e-revista.unioeste.br/index.php/travessias/article/view/4249/3524 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unioeste |
publisher.none.fl_str_mv |
Unioeste |
dc.source.none.fl_str_mv |
Travessias; Vol. 4 No. 3 (2010) Travessias; Vol. 4 Núm. 3 (2010) Travessias; v. 4 n. 3 (2010) 1982-5935 reponame:Travessias (Cascavel. Online) instname:Universidade Estadual do Oeste do Paraná (Unioeste) instacron:Unioeste |
instname_str |
Universidade Estadual do Oeste do Paraná (Unioeste) |
instacron_str |
Unioeste |
institution |
Unioeste |
reponame_str |
Travessias (Cascavel. Online) |
collection |
Travessias (Cascavel. Online) |
repository.name.fl_str_mv |
Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste) |
repository.mail.fl_str_mv |
revista.travessias@unioeste.br |
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