文章基本信息

标题：O pensamento de professores de música e suas recordações-referências 163 para ensinar flauta doce
其他标题：The Thinking of Music Teachers and Their Memory-References in Teaching with the Recorder
本地全文：下载
作者：Zelmielen Adornes de Souza ; Cláudia Ribeiro Bellochio
期刊名称：Opus
印刷版ISSN：0103-7412
电子版ISSN：1517-7017
出版年度：2013
卷号：19
期号：1
页码：163-186
出版社：Associação Nacional de Pesquisa e Pós-Graduação em Música
摘要：O artigo apresenta compreensões e reflexões emergidas de uma pesquisa, concluída em 2012, que teve como objetivo investigar o pensamento de professores de música no processo de constituição de sua docência com a flauta doce. Para tanto, discorre sobre os aportes teórico-metodológicos da pesquisa, trazendo o referencial sobre o pensamento do professor (PACHECO, 1995. BRAZ, 2006, 2007), a abordagem da história oral temática (MEIHY, 2005. FREITAS, 2006) aliada à entrevista narrativa (JOVCHELOVITCH; BAUER, 2008) e à Teoria Fundamentada (CHARMAZ, 2009). Em seguida, são relatadas, brevemente, as trajetórias dos quatro professores de música que participaram da pesquisa e suas recordações-referências (JOSSO, 2010a) para ensinar flauta doce. Por fim, são tecidas algumas considerações sobre o estudo realizado, discutindo o papel do pensamento desses profissionais na construção da docência com a flauta doce. Como contribuições da pesquisa, destaca-se a compreensão da relação dinâmica entre o pensamento, a memória e a narrativa; a importância das vivências e experiências fundadoras com a flauta doce na infância e na universidade como formadoras das recordações-referências; o envolvimento afetivo com o instrumento musical na construção de sentidos e significados na prática pedagógico-musical dos professores entrevistados; e a dimensão do pensar como produtora do fazer e ser docente dos professores de música com a flauta doce.
其他摘要：This article presents insights and reflections on a study conducted in 2012 which aimed to investigate the thinking process of teachers in teaching music with the recorder. To this end, this paper discusses the theoretical and methodological basis of the project focusing on the thinking of the teacher (PACHECO, 1995; BRAZ, 2006, 2007), the approach to thematic oral history (MEIHY, 2005; FREITAS, 2006) combined with the narrative interview (JOVCHELOVITCH; BAUER, 2008) and Grounded Theory (CHARMAZ, 2009). Subsequently, there is a brief description of the career paths of the four music teachers who participated in the study and their memory references (JOSSO, 2010a) in teaching the recorder. Finally, the paper addre sses a number of considerations in regards to the role of the teacher’s thinking process while constructing a method of teaching music with a recorder. Among the most notable contributions of this study are the understanding of the dynamics between thought, memory and narrative; the importance of the living experience with the recorder during childhood and the college years in the formation of memory references; emotional involvement with the instrument in building of meanings and feelings in the pedagogica l practice of the music teachers interviewed; and the dimension of “thinking” as the producer of “doing” and “being” a music teacher who use recorders .
关键词：Educação musical;Pensamento do professor de música;Docência com a flauta doce;História oral temática
其他关键词：Music Education;Music Teacher Thinking;Teaching with the Recorder;Thematic Oral History;