Aluno e professor no contexto de aulas de canto : a voz e a emoção para além do dom e da técnica

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

Taking into account the teaching-learning process of singing, we intend to investigate in this work, how the integration arises between technical and musical contents with emotions and experiences in the class environment as well as its implications in students progress. We focused on the following aspects: to know the basis of the organization of the teaching-learning environment in singing, learn what aspects the voice teacher prioritizes in order to define his pedagogical actions. We also intended to identify how the student himself organizes and express his learning process, how he reacts before the teachers actions and his classmates investigate how the relations are shaped, the communication between the teacher and the student in the singing environment and what this aspect participates in the learning process. Therefore, we use a qualitative approach, in which a process of interpretative production of knowledge was developed. We used some procedures such as printed inducer (questionnaires), formal and informal conversions and class observations. Two professors and four voice students from a professional training public school in Distrito Federal-Brazil participated in the research. The results expressed that the musical and technical aspects played a major role in the definition of professors pedagogical actions, in the social relations that compose the singing teaching and learning context. There is also an opportunity for experiences and feelings for the dialog and reflexive learning, negotiations as well as sharing experiences of the subject and cooperation between the agents that compose the class environment.

ASSUNTO(S)

emotion emoção teaching-learning social relation musical technique relação social técnica musical singing canto educacao ensino-aprendizagem

ACESSO AO ARTIGO

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