Músicas da infância, de tradição oral: um relato das experiências expressivas, a partir de uma intervenção pedagógica com crianças de 6 a 7 anos

• Ano de defesa: 2014
• Autor(a) principal: Souza, Paula Leme de
• Orientador(a): Ambrogi, Ingrid Hötte
• Banca de defesa: Gobbi, Márcia Aparecida , Martins, Mirian Celeste Ferreira Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Educação, Arte e História da Cultura
• Departamento: Educação, Arte e História
• País: BR
• Palavras-chave em Português: músicas da infância; jogos e brincadeiras cantadas; educação musical
• Palavras-chave em Inglês: songs of childhood; play games and sung; music education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24800

This dissertation consists of the report of the pedagogical experiment conducted with children 6-7 years, involving children's songs from oral tradition understood as cultural event at school in classes Art / Music EMEF Minister Aníbal Freire, located in São Paulo. This is a case study that seeks to uncover the teaching career from the look of peculiar expressions in each of the songs, games and singing games by group of children. The research aimed to find what kind of repertoire that best watched musical encounters with children. Due to the diversity of musical manifestations found in our culture and in order to emphasize the value of their presence in educational spaces, it became necessary to choose some songs divided in: Toys melodic, rhythmic Toys, Toys and Toys Rhythmic-melodic Melodic- rhythmic. Therefore, it was essential to understand the nature, historical trajectory and the presence of these elements today. The objectives of the research focused on: conceptualizing the importance of games and singing games in childhood pedagogical actions from the perspective of cultural and implicated etnopesquisa; pointing their diversity in educational practices; characterize its defining elements; point to it as a cultural manifestation modified by the phenomenon of cultural circularity. We conclude the dissertation with analysis and meeting the pedagogical practice experienced with documents that guide the teaching of music and projects to current Municipal Education in São Paulo. The theoretical foundation of the research was based on studies of Violet Gainza, Marisa Fonterrada, Lydia Hortélio, among others. The research indicated the musical pedagogical practice and the music of oral transmission of childhood as a manifestation blowing different languages and triggers rational and sensible instances of its participants, representing expression of harmony and individual and collective joy. The importance of practice in the construction of personal and cultural identity of the students, these should be better known, publicized and practiced in school spaces and teacher training.