Roda de Samba na Escola: processos educativos emergentes

• Ano de defesa: 2020
• Autor(a) principal: Rodrigues, Fabio Carvalho
• Orientador(a): Galizia, Fernando Stanzione
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Educação - PPGPE
• Palavras-chave em Português: Educação; Processos educativos; Ensino de Samba
• Palavras-chave em Inglês: Education; Educational processes; Teaching Samba
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/13408

This master research, characterized as an action research (TRIPP, 2005), was developed in conjunction with the project “Roda de Samba na Escola”, in a Public State School of the Integral Education Program of the Initial Years, in the state of São Paulo. The objective of this research was make an investigation about the educational processes developed within the samba circle (“Roda de Samba” – RDS – in Portuguese), which took place in the school playgrounds. The group of students surveyed was chosen according to their own interests, with an authorization from their parents or legal guardians and also with the authorization of the school. Before the RDS, interviews were conducted with a group of 43 students to ask their motivation and their previous experiences with samba. The data collection was effected in eight samba circles, divided into: “RDS Aprendiz”, “RDS do Convidado”, “RDS de Ensaio”, “RDS de Apresentação”, “RDS de Baião”, “RDS de Avaliação”, “RDS Livre” and “RDS Final”. The theoretical framework was composed by several authors from the Education and Music area, that we highlight: Gohn (2006; 2013; 2014; 2016), Vianna (1995), Sodré (1998), Souza (2013), Arcuri (2015) and Zabala (1998). In the results, about the students' motivations and previous experiences, we realized that the students bring a previous experience from their family and from the school itself, in addition to the desire to play as the main motivation. About the subjects worked on the circles, we found a small predominance of conceptual contents in relation to attitudinal and procedural contents, but which did not become predominant because there was a certain balance between them. Regarding samba, we realized that the actions developed in the project approach resistance actions, with the learning of “Tiririca” concepts and notes about existing historicity being reasons for making music be included in the samba culture. We also noticed that the educational processes emerged in different contexts and in different circles and varied between formal, non-formal and informal learning. Finally, as a conclusion, we perceived that there was an effective learning through the samba circles at school, in which students, in emerging educational processes, became more knowledgeable of the culture linked to this musical genre.