Mestrado em Ensino na Educação Básica

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http://repositorio.ufes.br/handle/10/17609

Nível: Mestrado Acadêmico
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Navegando Mestrado em Ensino na Educação Básica por Autor "Adeodato, Ademir"

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    Émile Jaques-Dalcroze e a educação musical nas dissertações dos programas de pós-graduação em música
    (Universidade Federal do Espírito Santo, 2021-09-08) Cunha, Karoline de Almeida; Morila, Ailton Pereira; https://orcid.org/0000000250803819; http://lattes.cnpq.br/2380448103587931; https://orcid.org/0000-0001-5355-5163; http://lattes.cnpq.br/2168369019099793; Salim, Maria Alayde Alcantara; https://orcid.org/0000000341429244; http://lattes.cnpq.br/7413858625106947; Adeodato, Ademir; https://orcid.org/0000-0002-3950-5263; http://lattes.cnpq.br/4085052974812362
    The present work approaches the Émile Jaques-Dalcroze Method in the context of musical education. Focusing on its applicability, we seek to know if, and how, this method presents itself in Brazilian education. The research is bibliographical, and established its theoretical support in some of Émile Jaques-Dalcroze's interlocutors, such as Madureira (2008), Gainza (1964), Berchtold (1965), Mateiro and Ilari (2011); and in the writings of Jaques-Dalcroze himself (1964, 1945, 1930, 1917, 1920) in order to establish theoretical networks on the methodology for Dalcrozian music education. Using a qualitative approach, we took as material for analysis, theses and dissertations that were raised through CAPES (Portal of the Coordination for the Improvement of Higher Education Personnel) with the intention of recognizing academic publications that propose and/or thematize the thoughts and practices of the educator Émile Jaques-Dalcroze musical in the Brazilian academic scene. Based on the objectives, methodologies, theoretical foundations and conclusions identified in reading the material collected, it was possible to obtain data that were interpreted through the technique of content analysis. The research points to the notorious relevance and contributions that the methodological proposals for musical education by Émile Jaques-Dalcroze can offer to the Brazilian musical education. Bringing this theme to light can provide reflections on the paths that Brazilian musical education has been taking, and also those it can take. In this sense, the steps formulated for research consist of: bibliographic survey; deepening the thoughts and concepts of the chosen author; survey of dissertations and theses within the suggested theme; and data analysis.
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    Música nas séries iniciais : um estudo de caso em uma escola de Vila Velha
    (Universidade Federal do Espírito Santo, 2017-06-26) Almeida, Jayza Monteiro; Morila, Ailton Pereira; Adeodato, Ademir; Costa, Eliane Gonçalves da; Silva, Joccitiel Dias da; Senatore, Regina Celia Mendes
    This thesis aims to understand the process and dynamics of music in the initial series, focusing on how the teacher uses it, as well as analyzing the role of music in school in a broader way, from its use in music classes to its insertion in other settings of the school environment. The methodology used consisted of a case study, with the support of two research techniques: the interview and participant observation. The research was carried out in a school in the municipality of Vila Velha, in Espírito Santo. It was possible to identifying the practices used in this school, as well as the major challenges to be faced to guarantee students an education compatible with legislation and academic knowledge. We have identified that the teaching of music, although guaranteed by law, is not performed with quality. The practices in school reality do not correspond to the requirements of the legislation and are often carried out by teachers who have not received academic training in accordance with their areas of practice. These teachers teach based on their personal experiences, plus their difficulty in separating their personal beliefs from the Education in the school, as religious indoctrination through music is evident in the spaces studied in the research. In this way, we conclude that the challenges involve teacher education, both in studying the legislation and the role of music in school.