Banca de DEFESA: PAULO VICTOR RODRIGUES MARANHÃO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : PAULO VICTOR RODRIGUES MARANHÃO
DATA : 02/12/2019
HORA: 14:00
LOCAL: Sala 319 - Unidade Amazonia
TÍTULO:

PERCEPTIONS OF SPECIALIZED MUSIC SCHOOL TEACHERS IN SANTARÉM, PARÁ, ABOUT
LUDICITY IN COLLECTIVE EDUCATION OF MUSIC FOR CHILDREN FROM 7 TO 11 YEARS
OLD

PALAVRAS-CHAVES:

playful practices, vocational schools of music, children, teachers.

PÁGINAS: 122
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

Play activities are present in human life from an early age. As a baby, humans quickly learn to play, either
alone, either with their caregivers or with their peers. Play, playful activities, become a present and
necessary part of childhood. As a playful and pleasurable activity, music is a constant presence in
childhood, although the same cannot be said for music teaching, since it is not always pleasant. In this
context, specialized music schools, also known as music conservatories and currently vocational schools,
enable the teaching of music for children, youth and adults. Understanding the playful activities as
indispensable to childhood and the music teacher as one of the propitiators of these activities in the
context of music teaching, the question that moves this research is as follows:What are the perceptions of
teachers of specialized schools of Santarém about the playfulness in the collective teaching of music for
children? To answer this question, this research has as its general objective: To analyze the perceptions of
teachers of specialized schools about playful activities inserted in the collective teaching of music for
children from 7 to 11 years old. As specific objectives: a) to identify the presence of playful activities in
the teachers 'musical formation, b) to ascertain the participants' perception about the teaching of music to
children and the teacher's role in this context and c) to highlight the pedagogical-musical playful practices
from of the reports of the participating teachers. leven (11) teachers from five (05) schools specialized in
music education in the city of Santarém - PA participated in the research. The data were produced from
individual semi-structured interviews conducted with the music teachers. The interview data were
analyzed using the technique of the DSC - Collective Subject Discourse of Lefèvre and Lefèvre (2005).
The results are divided into three major themes: 1) Music formation and playfulness, 2) Perceptions about

the teaching of music to children and the role of the music teacher and 3) Playfulness in pedagogical-
musical practices. The results related to theme 1 brought, through the speeches produced, the professional

career of teachers towards the specialized school and the lifelong musical formation. Present in these
speeches were the first contacts with the playful musical practices, and about 9% of the participants had
contact before graduation. On graduation, 63.63% of the participants experienced playful practices.
Theme 2, through the central ideas found, indicated that for the participants, the teaching of music for
children: A. must be playful, B. must be natural, serious and using the concrete, C. teacher must have
diverse skills and D. have a different, playful style. When it comes to the teacher's profile, the main ideas
were found: A. having experiences of the playful and the music, B. providing the playful experiences, C.
knowing what they are doing, D. having various skills and E. putting themselves in place of child. Theme
3 dealt with playfulness in musical pedagogical practices. The first question addressed brought 4 central
ideas about the type of practices adopted: A. Practices focused on age group, B. Playful practices, C.
Absence of playful practices and D. Focus on collective teaching. As for the resources used, two central
ideas were found: A. Playful musical activities and B. Playful pedagogical resources. Finally, regarding
the perception of their own pedagogical practices, the ideas related to the learning of children and their
own learning (Ic. A), the search for new methods and satisfaction with the results (Ic. B) and the
perception of the option were found. by playful teaching (Ic. C). It is concluded that playfulness was
present in the training of the research participants and that playful practices occur in the context of
specialized music schools, according to the perceptions of the teachers interviewed. As contributions, it is
expected that the results will be useful in contributing to the increase of the theoretical research
framework, regarding the use of playful activities in the teaching of music to children; as well as to the
fomentation and improvement of the perception about the educational reflexes of the insertion of the
playful activities in the music teaching in the specialized schools of this city; Santarém - PA. In addition
to encouraging new research involving the playful activities in the musical teaching of teachers who work
with children of early childhood; Moreover, it is hoped that the results of this research can return to
society, inspiring new researchers in the field of music education so that from the contribution on how the
playful activities take place in the teaching of music, they can reflect on their own teaching practice.

MEMBROS DA BANCA:
Presidente - 1552900 - IANI DIAS LAUER LEITE
Interna - 1030394 - TANIA SUELY AZEVEDO BRASILEIRO
Externa à Instituição - NATHALYA CARVALHO AVELINO - IESP
Externa à Instituição - Patricia Reyes de Campos Ferreira - UEPA