Alfabetização e música: um encontro na linguagem

• Ano de defesa: 2015
• Autor(a) principal: Garcez, Rodrigo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapecó; Programa de Pós-Graduação em Educação; UFFS
• Palavras-chave em Português: Alfabetização; Música; Cognição; Letramento; Linguagem
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/713

This thesis is the result of research work on the relationship between music and literacy in the field of language from the perspective of Soviet historical-cultural psychology. The object of study is the possible commonalities between the literacy process and the music education process in an investigative field that hypothetically is shared by both: the language category. The goal is to investigate and organize a foundation that may assist in this understanding and to establish relationships between literacy concepts and broad musical concepts. The survey covers the process of literacy and music education as humanization means within the categories of language, literacy, cognition, music and their relationships. From a methodological point of view, I opted for a historical-documentary research. At first, the literature produced in the five years following Law no. 11.769/08, institutionalizing music education in schools, is analyzed, and the gaps in researches published under this proposal are noted. In a second step, the possible concept similarities and differences between the literacy and the music categories are verified, through an analysis of the historical construction of concepts among the three investigative fields mentioned. To compose the theoretical framework in the field of music, I dialogue with the authors Fonterrada (2008) and Wisnik (1989); in the field of literacy, with the authors Graff (1993), Frago (1993) and Ong (1998); and in the field of language, with the authors L.S. Vygotsky and A. R. Luria. It can be concluded that, although the music education and the literacy processes are located in different fields of knowledge, both share similarities with regard to the development of higher psychological functions, sometimes approaching the aspects of discrimination and abstraction and sometimes taking different paths in the meaning processes. In the case of the meaning processes, new prospects for deepening these relations open up.