A música no ensino fundamental: condições de oferecimento e sua contribuição para o processo de ensino e aprendizagem, na perspectiva dos professores

Abstract

Pupin, R.P. (2014). The music in elementary school: offering conditions and its contribution to the teaching and learning process, from the teachers' perspective. Dissertation, Psychology Program, University of São Paulo, Ribeirão Preto.This ethnographic qualitative research aimed to describe the musical practices in elementary schools after the implementation of Bill 11.769 / 08, which made musical teaching mandatory in schools. In the literature review, it was found that most studies emphasize the concern of the authors with the musical training of teachers, with the contents worked, with the broadening students' musical appreciation beyond media influences and teaching music in school can contribute to the formation of critical thinking. Thus, semi-structured interviews of thirty elementary school teachers who taught music in the state schools in the city of Ribeirão Preto were used as data collection method. Two 60-minute interviews with three subjects each were performed. From the data analysis six general groups were created among the various categories classes. The first group is the lack of musical content during teachers training, who are licensed in Pedagogy and even Art, which results in great difficulty in dealing with musical practices safely in the classroom, and highlights the need for a specialist to work with music in schools. The second group refers to the use of music in activities planned by the school or the state education system, in which teachers reported the use of music for purposes other than musical knowledge, and that these practices are part of the teaching methodology imposed by the State, which are effective and generate good results, however, they do not treat music as a field of knowledge. The third general group refers to the resources that the State provides for teachers to work. Some teachers report not having access to the support material available, and that musical instruments are not offered at the schools. The fourth group refers to social issues that surround learning in schools. Teachers report that families are absent from school, delegating the responsibility of raising the children, and even imposing this responsibility to the school. The fifth group is the media influence in the cultural universe of students, in which the majority of teachers reported that this influence promotes student interest in music, contributing in the sense that students are open to the music theme, but are ultimately limited to this media influence alone. And the sixth group is the work to expand the musical universe of students. Some teachers have tried to improve it, starting with contents which are brought to the classroom by the students and develop practices for its expansion. In conclusion, the schools lack specialized teaching in music; the teacher's training in Pedagogy or Art is not enough to provide high quality music teaching as required by law. This situation creates difficulties to the unqualified teachers, in addition to a deviation in the job description, on top of t...

Processos de produção de subjetividade sobre infância e práticas pedagógicas de professoras da educação infantil

“…A partir de linhas de fugas que se descobre ou se inventa. Nesta perspectiva o GEPSEd tem produzido estudos, no qual se inserem os seguintes estudos: Carraro (2003); Luciano (2006); Carraro (2008); Aguillar (2011); Pupin (2014); Silveira (2016) e Giannetti, (2016). Carraro (2003) realizou um estudo com o objetivo de investigar as crenças e representações dos professores do ensino fundamental a respeito do construtivismo, dos parâmetros curriculares nacionais e das inovações pedagógicas decorrentes da nova LDB.…”

“…Como resultado, foi elaborado um mapa dos corpos das crianças nos espaços escolares, e dentro destes presencia-se as tentativas de controle dos corpos e suas estratégias, os produtos da disciplina e as linhas de fuga. Pupin (2014) por meio da pesquisa qualitativa etnográfica objetivou descrever as práticas musicais no Ensino Fundamental, após a implantação da Lei 11.769/08 que as tornou obrigatórias. Como instrumento de coleta de dados foi utilizada a entrevista semiestruturada com 30 professores de música de Ensino Fundamental, em escolas estaduais da cidade de Ribeirão Preto.…”

Educação de tempo integral: um estudo exploratório em um município do interior paulista

“…Designer instrucional em ambientes virtuais de Antônio dos Santos Andrade, desde 2002(vide: Carraro, 2003Silva, 2003;Garde, 2003;Luciano, 2006;Peres, 2006;Carraro, 2008;Petersen, 2008;Pires, 2008;Pupin, 2014;Giannetti, 2016;e Silveira, 2016).…”

Relação família-escola: processos de produção de subjetividades

“…Oportunamente, a entrevistadora dialogava, com a entrevistada, mas apenas no sentido de aprofundar ou esclarecer o seu relato. O emprego desta estratégia de entrevista, utilizando cartões e subdividindo-a nas três etapas citadas, tem sido utilizado nas pesquisas do GEPSEd desde 2002 (Chechia, 2002;Carraro, 2002Carraro, , 2008Garde, 2003;Luciano, 2006;Peres, 2006;Petersen, 2008;Pires, 2008;Pupin, 2014;Silva, 2003;Silveira, 2016;e Vidotti, 2017).…”