Teses em Artes (Doutorado) - PPGARTES/ICA
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Tese Acesso aberto (Open Access) Arte-Educação em psicologia: a educação musical no tratamento de depressão e/ou ansiedade(Universidade Federal do Pará, 2020-11-20) SOUSA, Maria Jucilene Silva Guida de; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217The purpose of this work starts from the idea-strength that Art-education and Psychology can be combined in the psychotherapeutic process of certain phenomena related to human behavior. It has the assertive that when they are used, both do not lose their importance front to the object of study, that is, without either being mischaracterized, subjugated or objectified in function of the other, nor subjected to a mere functionality. The general objective of the research is to analyze how Music Education can help in the quality of life of patients with depression and / or anxiety. Therefore, the problem that guided the research is described as follows: how can Music Education help in the treatment of people with Depression and / or Anxiety Disorders? Facing this problem, it is possible to understand that the exercise of Art Education by Music Education is not only a task of Music Educators, inside the classrooms, but it can also be of Psychopedagogues and Psychologists, who work in the Health area and who seek to qualify in the area of Music Education, to apply it in psychopedagogical and psychotherapeutic contexts, through clear and defined objectives in the promotion of individual and collective health. The study demonstrates how it is possible to apply Art-education in Psychology, in an interdependent and dialogical process, without losing its essence, since they all prioritize the subject in its differences. To such achievement, it uses the Phenomenological method that seeks to understand a phenomenon and not necessarily explain it. As a type of research, this thesis is qualitative and carried out theoretical-applied research, through Participatory Observation in an experimentation laboratory at the Psychology and Psychopedagogy Service of the State University of Maranhão, in São Luís-MA for two groups of patients with depression and or anxiety disorder: one for intervention with activities in Music Education and another for comparative testing of results. As a result, it was found that the group of patients who had Musical Education activities in the process of psychological and psycho-pedagogical intervention achieved 100% behavioral improvement, according to the tests and retest applied and the opinion of the multidisciplinary monitoring team , while the group of patients who did not have activities in Music Education achieved only 20% improvement. It concludes, therefore, that the initial hypothesis that music education contributes to minimizing depressive and / or anxiety disorders has been confirmedTese Acesso aberto (Open Access) EDEUCAÇÃO MUSICAL PARA CRIANÇAS COM AUTISMO: compondo caminhos à prática docente em Castanhal-PA(Universidade Federal do Pará, 2022-02-14) ZIMMER, Paulyane Nascimento; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217The quality of music education in the early grades and the challenges of inclusion reveal the importance of providing training opportunities. This study aimed to build a training proposal for Music teachers to teach students with Autism Spectrum Disorder (ASD) in Early (Childhood Education and, to this end: (a) to format a training proposal for Music teachers with a focus on Teaching Music for children with ASD in Eariy Childhood Education; (b) apply training for musie teachers working in Castanhal/PA; and, (c) evaluate its impact on the course participants' practice during the rescarch. This is an experimental study with a Technical-scientific basis, cross-sectional and with a theoretical-practical focus, within the methodological parameters of action rescarch. The sample obtained by the non-parametric sampling technique includes 3 teacher trainers and 13 course participants, Five modules were formatied (Autism Spectrum Disorder and human development in childhood; MUSICAL EDUCATION AND AUTISM: materials and techniques for teaching music and inclusion; Edwin Gordon's Music Leaming Theory applied to Autism; MUSICAL EDUCATION AND INCLUSION: Planning and cvaluation; and, Superviscd Practice in Teaching Music to Chiláren with ASD). À website and six protocols were developed for data collection: Socio- demographic questionnaire and survey of the students knowledge; Structural assessment of the MusiTEA training modules; Questionnaire for validation of the MusiTEA website; Form for evaluating and adjustment of the MusiTEA training modutes; Lesson plan evaluation sheet (Supervised Practice); and, Supervised Practice Assessment Sheet (MusiTEA) - Recorded MLT Activity. The modules, protocols and website were validated by pairs of independent judges until obtaining a minimum of 80% agreement. The collected data on the use of exploratory analysis, descriptive analysis, as well as the Wilcoxon Test with null and attemative hypothes: HO-0.5 and 0.5 and 0.5 and 0.5, a = 0 05 (adopted 5%) and significance level of 95%. The Excel program was used for descriptive statistics, creation of tables, graphs and data cleaning, The good performance of the course participants was observed between the application of modules 1 and 2 (T * = 46.5 > Títabled) = S, rejects HO). However, there were mo improvements between modules | and 3 (T * = 17.5 > T(tabled) = 0, does not reject HO); registering a “fall” between the application of modules 2 and 3 (T * = 10 > Títable) = 2, does mot reject HO). In comparison with modules 1 and 4, the latter showed better performance (T * = 37 > Títabled) = 8, rejects HO). The performance oscillations support that HO should not be rejected in favor of HI, and it cannot be said that the course improved the course participants' performance, although the descriptive data reveal the substantial scope of the training. The retum of participants to teach classes in a hybrid format during the occurrence of module 3 proved to be one of the impacts of the Pandemic scenario. It s suggested to replicate the study 'with a larger n and review the modules.Tese Acesso aberto (Open Access) Educação Musical e Autismo : Análise da Educação Musical como recurso de inclusão social presente no programa Violino em Grupo em Belém do Pará(Universidade Federal do Pará, 2021-09-03) BATISTA, Antônio de Pádua Araújo; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217Working with music education in an inclusive perspective means making commitments to people, their families and the society in which they live, where making music becomes a social act, whose action can influence and provoke transformations. The “inclusion” theme has occupied a privileged place of debate on the agenda of major national and international conferences, with regard to the democratization of access for people with disabilities (PCDs) to education, leading to the creation of laws aimed at their specificities. With this, strengthened by the demands and pressures of various social groups that defend the recognition of this equality of access, important legal documents have been prepared, the Declaration of the Rights of Persons with Disabilities (1975), the World Action Program for Persons with Disabilities ( 1982), the Declaration of Cartagena (1992), the Declaration of Salamanca (1994), the Charter for the Third Millennium (1999), Law No. 12764 (2012), which determines that people with Autistic Spectrum Disorder (ASD) are considered people with disabilities, the Diagnostic and Statistical Manual of Mental Disorders - DSM-5 (2014) and Law No. 13,146 (2015), which institutes Social Inclusion and Citizenship of Persons with Disabilities (Statute of Persons with Disabilities). This study is justified by addressing a recurrent theme at national and international level, as the access of students with ASD to educational spaces is evident as an undeniable right, whether in regular education institutions, arts education or in the sporting environment, in character formal or informal. The study aimed to investigate Music Education, as a resource for social inclusion of children with ASD, present in the program "Violin in Group: interdisciplinarity and language innovation in children with Autistic Spectrum Disorder", developed in the Graduate Program in Arts of UFPA – PPGARTES. Its deployment takes place in three specific objectives: 1) Describe, based on previous works, audiovisual recordings and reports, the pedagogical actions, strategies and teaching resources applied in the Violin Group Extension Program laboratory; 2) Verify the musical learning of students with Autistic Spectrum Disorder (ASD), program participants, based on the collected data and, 3) Analyze the contributions of Music Education, as a resource for the social inclusion of children with ASD, through the Violin Group Program. To carry out this study, a bibliographic research was carried out, through a review of national and international literature, with a Quantitative approach and a Quasi-Experimental design, having as source the data collected through audiovisual and photographic records, reports, interviews and production academic, originated from the pedagogical practices developed in the program. The research revealed that students with ASD, when placed in a common teaching environment, can learn to play a musical instrument at a level similar to typical Neuro. It also revealed that the Music Education proposed by the Program fulfilled its role of social inclusion for PCD's students. It is expected that, through the registration of pedagogical resources and teaching material collected through this research, it will add to the professionals and institutions that promote Inclusive Music Education.Tese Acesso aberto (Open Access) Formação continuada de professores de música : Uma proposta de ensino-aprendizagem por intermédio da pesquisa e prática docente(Universidade Federal do Pará, 2023-03-15) COSTA, Lucian José de Souza Costa e; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217This doctoral research, developed in the Graduate Program in Arts at the Federal University of Pará, presents the continuing education of Arts/Music teachers with great relevance in contemporary reality, especially in Virtual Learning Environments (VLE) with reflections on Continuing Education training for Arts/Music teachers, which specifically includes professionals from the municipal network of Belém do Pará through the Municipal Secretariat of Education and Culture (SEMEC). The first motivations for proposing this research find shelter in the performance of the teacher researcher in a public school in the state of Pará, which reflects his trajectory in the area of music. Since 2012, when he entered the university, the trajectory of the teacher-researcher in the field of music has been going through paths of initial training and later the “continued” training of Arts/Music teachers at a professional and academic level. Therefore, the researcher aims to investigate the continuing education of Arts/Music teachers in basic education in the city of Belém based on the improvement of contents and the elaboration of methodological strategies for the area of music, based on the profile of professionals and the reality of schools in which they work. This objective unfolds specifically in two, namely: (a) Compare, together with education professionals, didactic-pedagogical alternatives for music teaching, considering the training profile and the reality of the educational context in which they work; (b) Apply theoretical-practical training in the use of virtual tools for teaching music in basic education schools in the municipality of Belém. To achieve the objectives, Bibliographic Research and Experimental Research were adopted. From this context on continuing education of Arts/Music teachers, this research brings dialogues between the main authors: IMBERNÓN (2010), SAVIANI (2009), NÓVOA (1991), TANURI (2000), FUSARI (1994), COSTA (2019), COSTA; DEFREITAS JÚNIOR (2020), JARDIM (2019), LIMA (2019), PENNA (2007), among others. The research sample consisted of 15 participating Arts/Music teachers from the municipal network, being carried out in the city of Belém from May to June 2022. The study was based on an exploratory analysis, where the significance level was α = 0 .05 and the 95% confidence interval. The sample was obtained by non-parametric sampling, where the Wilcoxon test was used. In general, it is noted, in the responses, that before the course, 31.25% of the participants evaluated that they Totally agree that the FOCO course in Music provides an environment of continuing education, even in the teaching of EaD, after the course this percentage increased for 75%, demonstrating even more that the course had a positive impact so that participants consider it even more important that the FOCO course in Music provides an environment of continuing education, even in distance learning. The results achieved in the FOCO Course in Music reveal the learning potential that each participant acquired, allowing changes and dialogues in their exercise as an Arts/Music teacher.Tese Acesso aberto (Open Access) MOVE: um facilitador da pesquisa em música para estudantes com privações sensoriais, intelectuais e motoras(Universidade Federal do Pará, 2020-06-22) RODRIGUES, Jessika Castro; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217Contemporaneity indicates the need to promote innovative and relevant technological support to improve conditions of autonomy and independence of students with sensory, intellectual and motor deprivations. Therefore, the researcher aims to investigate how assistive technology can facilitate the research process of music students with sensory, intellectual and motor deprivations. This objective unfolds specifically in two, which are: a) Create a prototype as a strategic visualization tool of the research movement to assist music students with sensory, intellectual and motor deprivations in the development of a research project; b) Test and evaluate the strategic visualization technology of the research movement to assist music students with sensory, intellectual and motor deprivations in the development of research project. In order to achieve the proposed objectives, the Bibliographical Research and the Experimental Research were adopted. The Experimental are the procedures for the creation, testing and evaluations of the prototype device. A pilot project was carried out - with students of the Specialization Course in High School of Music of the Federal University of Pará, as well as there was an intervention with undergraduate students in Full Degree in Music at the State University of Pará and the Federal University of Pará. The participants were students with sensory, intellectual and/or motor deprivation and without deprivation. The application of the Tests focused on the use of the strategic visualization tool of the MOVE research movement for the construction of the research project by the participants. The tests took place in six meetings and the evaluation proceeded in two ways: (a) the first was by the participating students who answered a questionnaire using the 10-point likert scale, presenting three justifications and suggestions to evaluate the functionality of the device; (b) and the second was the evaluation of peer-reviewed research projects by independent judges who followed the scale for evaluation of academic projects, notably on the scale from 0 to 10 for each item evaluated. The collected data were quantitatively analyzed, and their representations were expressed by tables and graphs, which were compared with documentary analysis and served as visual support to project the results and raise reflections and contributions. In general, it can be seen from the answers that more than 85% of the participants totally agree with the music research facilitator for students with sensory, intellectual and/or motor deprivations. The study revealed the fundamental importance of the multidisciplinary team to obtain efficient results. It was observed that the facilitation promoted by the MOVE tool was usually related to the difficulty presented in the profile of each student. The research confirmed that the MOVE tool does not exclude the need for a counselor, but offers autonomy and independence for the student to organize their ideas in order to maintain coherence and not escape the theme.Tese Acesso aberto (Open Access) Políticas públicas educacionais para o ensino de música na educação básica: Múltiplas vozes sobre o ensino de música na rede municipal de educação de Belém do Pará.(Universidade Federal do Pará, 2025-06-16) SILVA, Társilla Castro Rodrigues da; SILVA, Jessika Rodrigues da; http://lattes.cnpq.br/7731127373088878; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217Public educational policies, responsible for ensuring that more people have access to education and promoting measures to correct social distortions, can ensure quality education in a country with continental dimensions, but this is no easy task. Music teaching in regular public schools has been on a path of discovery in the face of new realities that arise in the ongoing educational scenario. In view of the above, there is still an effervescence of thoughts about how to tread a “new” path of music education, what directions are being taken in music education at school and how we, researchers, intend to contribute to the direction of this teaching. The thesis defended is that there are multiple interpretations about the teaching of music in school, which affect the practice and hinder possibilities of public policies to make the rights to music teaching a reality, specifically in Belém do Pará. Therefore, the general objective of this research is to analyze the insertion of music in the public schools of the municipal education network in Belém do Pará, from the conceptions of the multiple voices, agents of music teaching. The theoretical framework used to support the discussions in this research covered: a) The analysis of educational policies in the light of the Policy Cycle Approach of Bowe et al. (1992) and Ball (1994) proposed by Mainardes (2006); and b) The educational policies of current Brazilian legislation on music teaching in basic education schools. This is an exploratory study with a quantitative-qualitative approach, using a case study research procedure. As for the place of performance, it was a field research in which data was collected and documentary analysis, semi-structured interview and questionnaire. As a data analysis technique, content analysis and Exploratory Data Analysis statistics, also known as Basic Descriptive, were applied. The results addressed the conceptions of the Municipal Department of Education, NACE and the Art Teachers of the Belém Municipal Education Network, which were analyzed together with the cycle of educational policies. The analysis of music teaching in Belém do Pará's public schools revealed both advances and challenges. SEMEC's Curriculum Guidelines seek to qualify and diversify music education, with effective teachers from the network and musical projects in the after-hours, in addition to workshops with traditional teachers. However, the lack of adequate infrastructure, material resources and more teachers, limit the full implementation of the subject. The creation of the Municipal School of Arts of Belém (EMAB) faces political difficulties, and many teachers act in a multipurpose way, which goes against the curricular guidelines. Therefore, it is considered that the lack of institutional appreciation and the discontinuity of public policies hinder the consolidation of music teaching in schools. The research suggests that to overcome these challenges, it is necessary to ensure robust initial and continuing training, value local cultural traditions, and adapt the curriculum to the regional context. The teaching of music must be treated as an essential tool for the critical and cultural development of students, besides the urgency of regularizing public exams and promoting more consistent public educational policies.