Mestrado em Música (EMAC)
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Navegando Mestrado em Música (EMAC) por Por Orientador "Campos, Nilceia da Silveira Protásio"
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Item A construção da docência do professor de música: o estágio supervisionado no curso de música - licenciatura da Universidade Federal de Goiás (2009-2016)(Universidade Federal de Goiás, 2017-04-13) Shiozawa, Priscilla Harumi; Campos, Nilceia da Silveira Protásio; http://lattes.cnpq.br/9035006977831813; Campos, Nilceia da Silveira Protásio; Rosa, Robervaldo Linhares; Bellochio, Claudia RibeiroThis present work aims to analyze the contributions of the supervised practice in the formation of music teacher. As the internship curricular component leads the student to experience current social and educational paradigms, this field is regarded as generating knowledge for human development and autonomy achievement. Following this assumption, the questions are directed to reflect about the relationships between the experiences provided by the internship and the pedagogical performance in the various fields of activity. Adopting the case study perspective of analysis, taking specifically the Course of Music-Licenciatura of the Federal University of Goiás, the research has as objectives: a) To analyze the importance of the supervised internship to training Music School and Performing Arts (EMA/UFG); b) To know the Course structure, trying to understand the supervisors roles in the training process; c) To analyze the trainee's performance process, considering the experiences acquired in different spaces: basic education, formal space and alternative space; d) To Identify how the internship experiences contributes to the music teacher's autonomy. The data were collected considering the Pedagogical Project of the Course and the EMAC/UFG Internship Regulations, and through interviews with teachers and academics. The results indicate a possible pedagogical failure that interferes with the classroom experience revealed by the absence of the supervising teacher in the field. The trainees recognize the importance of the experiences that emerge from the practice of the internship, but emphasize that it is necessary to have clearer objectives in relation to the content addressed so that it can bring more meaning to the social environment where they work. On the development of autonomy, both trainees and mentors believe that it does not depend only on one of the involved parties, but on the result of constant dialogue and exchange of experiences in the music teacher’s search for musical and pedagogical knowledge to act in Different contexts.Item A iniciação à docência do professor de música em escolas públicas de Goiânia/GO(Universidade Federal de Goiás, 2017-03-30) Silva, José Antônio; Campos, Nilceia da Silveira Protásio; Campos , Nilceia da Silveira Protásio; Guimarães , Fernanda Albernaz do Nascimento; Garbosa , Luciane Wilke FreitasThe beginning of the career represents an important step in the constitution of the teaching profession and the experiences lived in this period have a direct influence on the decision of the teacher to continue or not in the career. The moment that corresponds to the first professional years is also recognized for presenting very specific characteristics that will reflect on the identity of the teacher in the course of the profession, representing the transition stage from student to teacher. Due to these characteristics, this research aims to analyze the process of initiation to the teaching of the music teacher in basic education in public schools in the city of Goiânia-GO, seeking to know the main challenges and difficulties of these teachers at the beginning of their careers. The research approach is qualitative and the instruments for data collection were the form and the semi-structured interview. Ten teachers of Music were interviewed, five of them belonging to the professional staff of the State Department of Education, Culture and Sport of Goiás (SEDUCE) and five of the Municipal Secretary of Education and Sport of Goiânia (SME). Professional profile, reception conditions for early music teachers, the relationships that teachers weave between the knowledge acquired in the academic formation and the needs of the field of action, and how the early-career teacher deals with the challenges of Reality of the classroom. In order to know the policies of insertion and continuous training of the two departments of education, four coordinating teachers were interviewed - two from each Network. The results show that the process of initiation to the teaching of music teachers is a challenging period, sometimes tense and even traumatic, but also conducive to intense learning. Through the reflections made, it was possible to perceive that there are several factors that motivate or discourage teachers at the beginning and the continuity of the career. The analysis of the data made it possible to know the challenges and dilemmas faced by the music teacher at the beginning of his career and to understand the various factors that influence the way he is inserted and reacts in the school environment during this period. The challenges faced by the teachers present common aspects, such as: difficulties with indiscipline, choice of teaching contents, lack of teaching materials and musical instruments, with little appreciation of music as a discipline, among others. Among the factors that influence how to face the initial challenges of teaching with a greater or lesser degree of difficulty, include: the diversity of profiles, the environmental, contextual, formative, personal and subjective factors of each teacher. Teachers point out several positive aspects related to the subject - beginning of teaching - however, their lines also show that there is a shortage in the form of reception of the beginning teacher, that the continued formation of the music teacher is unsatisfactory to enable him to constitute his professionalism of Full form and that it is necessary to have an approximation between the theoretical propositions of the university disciplines with the context of the public school and extension of the teaching practice in the stage, enabling the professional future the ability to articulate the theoretical knowledge with the teaching practice. In addition, it is necessary to unite efforts among teachers, universities and teaching networks to enable the construction of an increasingly qualified teacher initiation process.Item Uma proposta de arranjo para música ”Asa Branca” e suas contribuições para a formação musical de iniciantes em banda marcial(Universidade Federal de Goiás, 2019-04-03) Silva, Reginaldo Sebastião da; Campos, Nilceia da Silveira Protásio; http://lattes.cnpq.br/9035006977831813; Campos, Nilceia da Silveira Protásio; Pinto, Marshal Gaioso; Cruvinel, Flávia Maria; Cardoso, Antônio Marcos SouzaThe present research has as objective to discuss under the pedagogical bias the parameters used to organize the levels of technical difficulties focusing on the beginning level of martial band instrumentalist. For this, we elaborated an arrangement of the Asa Branca song, of Luiz Gonzaga and Humberto Teixeira. The work is based on the researcher’s personal experience as band conductor and arranger. It is a documentary research, with survey of works and bibliographical research, having as theoretical support, the work published by Pearson (2001), Sotelo (2008) e Nascimento (2013), which discuss the use of musical parameters in the process of arranging for music bands at different levels. We observed that the great majority of the studies are aimed at proving the efficacy of some teaching methods or validating a particular methodology, focusing on the musical bands, which leaves a gap of work in Brazil about martial bands, especially with the use of arrangements of brazilian music with pedagogical character, therefore, we defend the idea of a didactic look in this scenario, since the students are learning the necessary elements to develop musically, that is why adjusting the arrangements to the technical level of the student is important.Item O regente de coro acadêmico e a educação musical no canto coral(Universidade Federal de Goiás, 2019-05-20) Silva, Wdemberg Pereira da; Campos, Nilceia da Silveira Protásio; http://lattes.cnpq.br/9035006977831813; Campos, Nilceia da Silveira Protásio; Castelo, David de Figueiredo Correia; Campos, Gilka Martins de Castro; Rasslan, Manoel CâmaraThe present research proposes to analyze the practices of the conductor of academic choir, recognizing the space of choral singing as a space of musical education. The role of the conductor is complex and requires several skills that go beyond the knowledge of gesture, musical syntax, periodicity and style. It should be noted that many conductors consolidated career have had their vocational training performance-oriented, especially in undergraduate courses. Choral activity, on many levels, arouses in the conductor's musical educator skills. In addition to the vocal technique, which is usually the responsibility of the conductor in various types of vocal ensemble formation, this professional in conducting his essay in an educational way provides the learning of different skills and concepts in the field of musical knowledge. As a methodology, we used bibliographical research and a field research with three regents of academic choirs. The theoretical bases that support this dissertation come from musical education, psychology and choral conducting. The data were analyzed from the following themes: organizational administrative skills and musical technical skills of the regents. It was observed in the field that such skills were widely used by the subjects of the research in favor of the musical growth of the choir singers under his conduction. We believe that this research will contribute to the discussions about the performance of the conductor as a musical educator launching an academic look at this possibility of professional performance. We hope that the description of the teaching practice of these regents can serve as methodological examples for several other professionals who work with choral singing.