01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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Resultados da Pesquisa
Item Letra de música na sala de aula: uma proposta metodológica para as aulas de língua portuguesa(2023-09-05) Almeida Junior, Gelsivan José de; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/5032794329249441In recent decades, Portuguese Language classes have undergone changes ranging from the contents worked to the objectives for which the classes were lent. In this path, the most recent normative document, the BNCC (Base Nacional Comum Curricular), defends the launching of a focus on the development of the student's skills and abilities. That said, it is up to the teacher to create means (methodologies) for students to achieve certain purposes (skills and abilities), and among various types of planning, the SD (didactic sequence) is a promising possibility to return to more interactive Portuguese language classes , attractive and effective. The present article brings an intervention proposal through the construction of a didactic sequence that contemplates the textual genre lyrics of music and that aims to promote the linguistic analysis in the genre lyrics of music, as well as to promote its discursive reflection. From the results, it was found that the SD is aligned with the skills and abilities proposed by the BNCC, in addition to being flexible and can be adapted to different contexts.Item A canção popular como recurso didático no ensino de História: um estudo sobre concepções e práticas docentes(2019-12-13) Andrade, Lukas Alisson Gouveia de; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/4795559345410177This article aims to investigate teaching conceptions about the use of popular song in History Teaching. To this end, we conducted interviews with history teachers working in basic education. Our sample considered Master students and graduates of the Professional Master in History Teaching of the Federal University of Pernambuco. The results were analyzed using a qualitative and quantitative approach and content analysis from the categories: teaching conceptions, planning, classroom procedures and assessment.Item Música e docência: o que dizem os docentes acerca do trabalho com a música na Educação infantil(2023-09-15) Silva, Lizandra Karoline Sales da; Sales, Michelle Beltrão Soares; http://lattes.cnpq.br/1145653737118181; http://lattes.cnpq.br/9328298404518542The general aim of this study is to understand the conceptions of teachers who work in regular schools about teaching music in Early Childhood Education. We have listed three specific objectives: to identify the professional profile of the music professional who works in schools; to identify the musical practices developed by educators who work with music in Early Childhood Education; to characterize the conceptions about music teaching of teachers who work in Early Childhood Education. The methodology used consists of a qualitative approach. With regard to the data collection instrument, we used questionnaires that were applied via a digital platform. With regard to the universe and subjects of the research, we had music teachers who work in Early Childhood Education in regular schools in Recife-PE and the metropolitan region. These teachers, in turn, have at least three years' teaching experience. It should be noted that the criteria for choosing them was not exclusively that they had a degree in music. However, in the data analysis chapter, we were able to see who these professionals actually are and what their training is. Data analysis was based on content analysis concepts. Through this analysis, we developed the categories that were constructed based on the specific objectives of this work, and then outlined a profile of the teachers who took part in the research. We also identified the musical practices developed by these teachers in Early Childhood Education, and characterized their conceptions of music teaching. A constant dialog was also sought between the data and the theoretical contribution, mainly Brito (2003) and Spohr (2016), as well as the documents that guide Early Childhood Education in our country. In analyzing the data, it was possible to identify, in addition to the practices and conceptions, the difficulties and challenges that permeate the daily lives of these educators, and their reasons for hope, demonstrated by the children's good reception of their practices.Item A música e a ação docente com crianças de 03 anos em um CMEI na cidade do Recife(2022-10-05) Wanderley, Bruna Luna; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/3192089376789185The present work aimed to understand the teaching practice of musicalization in the daily life of three-year-old children in a municipal day care center in the city of Recife. As specific objectives: to describe the situations of use of music in the classroom; identify the musical repertoire used in the researched CMEI; perceive the teaching action while working with music. The question that guided our work was How do musicalization practices in early childhood education happen? The research had a qualitative character, to follow the data collection, the participant observation was used as a basic procedure and the field diary as an instrument. Data were collected for six days, totaling 24 hours, from the 13th to the 20th of June. To perform the data analysis, they were categorized under the light of the content analysis technique in the perspective of Bardin (2011). The theoretical survey was mainly based on Brito (2003), Maffioletti (2007) and Oliveira et al (2019).The research subjects were the teacher and the students of group 03. The data obtained show that music appears with different purposes being used as a pedagogical resource, to mark specific moments of the routine; related to commemorative dates and integrating sound and movement. It was possible to perceive that the educator demonstrated her pedagogical intention through actions that aimed to make the experience with music meaningful for the students. As well as the expansion of the repertoire brought by the children, which consists of valuing the cultural background of each student and the introduction of new songs.Item O lúdico como ferramenta didática para o ensino e aprendizado da língua portuguesa(2022) Paula, Juvita Tainã Muniz de; Lima, Hérica Karina Cavalcanti de; http://lattes.cnpq.br/7078742576743942Este artículo pretendía reflexionar sobre la lúdica como herramienta didáctica para enseñar de forma placentera, favoreciendo el proceso de enseñanza-aprendizaje. Se trata de una investigación cualitativa y bibliográfica, cuya pregunta guía fue: ¿Cómo entender el juego como herramienta de aprendizaje en la lengua portuguesa? La idea es mostrar la importancia de lo lúdico en el desarrollo cognitivo del alumno, ya que puede conectar el conocimiento popular y el académico, y destacar que no es sólo jugar por jugar, sino el entretenimiento con un punto de vista pedagógico. El juego es la base del desarrollo infantil y también sirve de soporte para la formación y el aprendizaje de jóvenes y adultos. Aquí, se entiende que el concepto de juego se centra en actividades con música, juegos y lúdicas planificadas por el profesor, que dirigirá estas actividades para que el alumno, divirtiéndose, aprenda. Para ello, la base teórica de este trabajo está formada por autores como Piaget (1996), Vygotsky (1991), Cury (2003), Freire (1996), Almeida (2009) y otros. Presentamos como propuesta de una práctica lúdica para la enseñanza como facilitadora del aprendizaje una secuencia de actividades utilizando la música como base lúdica.Item Análise da percepção de professores do Ensino fundamental à utilização da música como recurso pedagógico no ensino de Ciências(2019-12-13) Araújo, Misrain Rayane Nunes de; Burgos, Fábia Regina Nascimento Fernando; http://lattes.cnpq.br/3776642205741967; http://lattes.cnpq.br/4720922959621981About Science teaching, many are the encountered difficulties in the teaching learning process. For this reason, the search and implementation of new pedagogical techniques that ain to make this process easier. The music is a simple, dynamic and contextualized teaching resource wich a high potential to assist the learning process. This study aims to analyze the use of the music as a pedagogical resource in Science teaching based on school teachers’ perceptions. This survey was made with fifteen teachers using a questionnaire consisting of discursive and objective questions. This work does not intend to exclude or diminish traditional education effectveness, neither to propose the use of a unique pedagogical resource, but to show the music as am additional pedagogical resource to reach the main goal: the learning. As the society is in a constant development, a greta versatility by the teachers is required to improve t he sucess rate of their goals.Item Emancipação humana e social no núcleo musical do Projeto Social Peixotinho(2021-12-18) Santos Filho, Marcondes dos Ramos; Brito, Paulo Afonso Barbosa de; http://lattes.cnpq.br/0891943804378064; http://lattes.cnpq.br/0478747424870549The present work aims to analyze the processes of human and social emancipation made possible by the social, artistic and educational work developed by the Peixotinho musical project. The research is inserted in the current context of teaching and learning music in the non-governmental organization (NGO) for children and young people coming from communities neighboring the Project and in their majority from the popular classes of Recife and Olinda. I present the guiding question: "Has the Núcleo Musical of Peixotinho contributed to the human and social emancipation of young residents of the periphery of Recife and Olinda?" and from there I formulate the hypothesis that Peixotinho is capable of generating emancipation through professional musical, artistic, and human formation of the student subjects, and that this formation is of an emancipatory character. We used semi-structured interviews as an instrument to collect data from managers and graduated students in order to answer the guiding question and discuss the experience of the Núcleo Musical Irmã Scheilla of the Projeto Peixotinho in the light of some theories of the sociology of education. I conclude that the Núcleo Musical, from the voices of the interviews, possesses the human and social emancipatory potential, starting from musical education but expanding to other dimensions of life.