Escola Brasileira de Trombone: um estudo sobre práticas pedagógicas
Nenhuma Miniatura disponível
Data
2016-12-30
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
This master thesis deals with educational processes in music related to the trombone in Brazil through the
identification, selection and analysis of pedagogical practices, as well as the evidence and the formation process of the
Brazilian Trombone School. The theoretical contribution is supported by Leão (2013) - music research methodology,
Freire (2011), Tardif (2000 and 2002) and Gauthier (2013) - education - Shigunov Neto & Maciel (2008) and Amorim
(2012) - society and culture -, as well as other works that focus on and discuss the musical and trombonistic knowledge
and practices, such as Santos (1999 and 2016), Gagnard (1974), Kemp (1995) and Costa (1999). Within an interpretive
perspective of research, the philosophical approach used was hermeneutics, combined with the qualitative paradigm,
also using quantitative resources. In addition, the research had a descriptive and historical character, pointing to
educational experiences through interviews and data in order to systematize the teaching-learning approaches of the
Brazilian trombone aspect. In order to answer questions about the Brazilian Trombone School and its artistic-
instrumental construction processes in relation to teaching and learning, the research was conducted in two stages:
bibliographical survey and field research. This fact was justified by the fact that, up to the present moment, there is still
no systematization of this process, nor cataloging of documents referring to its description, and, as such, of the
pedagogical practices employed. It was believed that this systematization could contribute positively to the didactic-
methodological orientation, being able to suggest resolutions for possible pedagogical problems. The methodological
process of this research was based on bibliographic review and data collection. Thus, data obtained from oral sources
(10 Brazilian trombonist teachers interviewed), theoretically based, served to discuss the teaching-learning process of
the trombone. For the empirical analysis, for the application of the questionnaires, renowned trombonist teachers of
recognized trombone study centers in Brazil were selected and interviewed, for which the same questionnaire was
applied in a semi-open format, with a pre-elaborated script of Questions that specially questioned about the
specificities of the musical experience, the knowledge about the study in Brazil and its pedagogical practices. This
research was validated (ensuring confidentiality and reliability - in addition to legal and moral protection of the
researched and the researcher) of the Informed Consent Term - TCLE (in compliance with the legal terms and the
Ethics Committee - CEP). This dissertation is justified by the social relevance of the theme for music education and
contemporary society at this time of changes in the public educational policies that reach the teaching of music in
Brazil. Through the verification of all content, it was possible to conclude on the existence of the Brazilian Trombone
School and its level of development, as well as on the methods, methodologies, strategies, and participants that act in
the implementation of the same. It is estimated that the results of the final product can contribute to the advancement of
knowledge in the area of music and education, and to the affirmation/strengthening of the Brazilian Trombone School.
Descrição
Citação
REIS, Marciley da Silva. Escola Brasileira de Trombone: um estudo sobre práticas pedagógicas. 2016. 474 f. Dissertação (Mestrado em Música) - Universidade Federal de Goiás, Goiânia, 2016.