Matemática e música: uma proposta de ensino para os anos iniciais do ensino fundamental

• Ano de defesa: 2020
• Autor(a) principal: Andretti, Fernando Luiz
• Orientador(a): Lübeck, Marcos
• Banca de defesa: Boscarioli, Clodis , Vertuan, Rodolfo Eduardo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Música; Paródias; Anos iniciais; Ensino fundamental; Ensino de matemática
• Palavras-chave em Inglês: Music; Parodies; Initial years; Elementary school; Mathematics teaching
• Palavras-chave em Espanhol: Música; Parodias; Primeros años; Enseñanza fundamental; Enseñanza de las matemáticas
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.unioeste.br/handle/tede/5090

Developing the reality faced by teachers to teach mathematics in basic education, educational reforms, and innovations are becoming increasingly necessary. For this reason, we present to the teachers of the Initial Years of Elementary Education a proposal with a different methodology, which can assist in the teaching and learning process in Mathematics of their students. Therefor, our focus was on continuing education, working with Music and Mathematics in an integrated manner, with the creation of parodies in a course promoted for teachers of the Municipal Public Education of Foz do Iguaçu / PR, having these relations with the contents basic works in the classroom and with the reality of the students. Based on the generative question “What do teachers from the early years participating in a continuing education course manifest about the use and creation of parodies as pedagogical support in Mathematics classes in Elementary School?”, We researched Mathematics teaching methods using Music, to take music to classrooms, as well as offering support for teaching through parodies composed of generative themes and mathematical content. We also try to show that it is possible to motivate and innovate in Mathematics classes, establishing a script for the creation of parodies and stimulating their production by teachers, and we organize an Educational Product that teachers of this cycle will be able to take advantage of in classes with different dynamics. In methodological terms, the research was divided into two stages, the first being a bibliographic review and the second with an action research character carried out during the course proposed to teachers. The analysis of the data from the participants, both by the environment of the Núcleo de Tecnologia Municipal – NTM [Municipal Technology Center], and by their Logbooks given to each training participant, was inspired by the Discursive Textual Analysis - DTA, and, for the analysis of parodies, we used a grouping of content on a primary and secondary basis, separating year by year by the proposed content. Finally, an important balance was the 36 (thirty-six) parodies produced by the teachers who participated in the continuing education, with a workload of 40 (forty) hours, and which make up an Educational Product aimed at the Early Years of Elementary School. Besides, we managed to get several teachers to have contact with the world of parodies, thus opening a range of new possibilities to teach, introduce, or consolidate some mathematical content proposed.