Navegando por Autor "RODRIGUES, Jessika Castro"

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Caminhos de formação em música de estudantes com transtorno do espectro do autismo em uma escola técnica em música
(Universidade Federal do Pará, 2014-06-26) RODRIGUES, Jessika Castro; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217
The approach in this research relates aspects which point the look to the trajectory in the technical course of music of Autism Spectrum Disorder (ASD) people to acquire a degree in music. This is a case study of the process of training in the musical technical course of ASD people, for that, the School of Music of the Federal University of Pará (EMUFPA) was selected for being a technical school in music that has graduated students with ASD. The research has the overall objective to understand the process of music training of students with ASD in the technical course EMUFPA. Focusing specifically on identifying the role of "Programa Cordas da Amazônia (PCA)” (Strings of the Amazon Program) on the integration of people with ASD to music learning; describing the action of the "Núcleo de Atendimento a Pessoas com Necessidades Específicas (NAPNE)" (Assistance Center for People with Special Needs) of EMUFPA related to students with ASD; and analyzing the process of music training for ASD students at EMUFPA technical course. To achieve the proposed objective qualitative approach was adopted and as a technique for data collection, semi-structured interviews and document analysis were used. The research partners were: the director of the PCA, the coordinator of the NAPNE/EMUFPA, the director of EMUFPA, two (n=2) students with ASD graduated in the EMUFPA technical course and their caregivers. The data obtained from the semi-structured interviews were literally transcribed, categorized and analyzed along with the documents mentioned in the survey. The investigator of this research points to the PCA as an effective action on the integration of ASD people in learning and in the musical activity; difficulty in deploying the Napne in EMUFPA by the lack of material human educational structural financial resources, as well as the lack of definition of the roles between the DIS and Napne and school support; it was also demonstrated the different paths taken by students with ASD, however highlighted the interest, opportunity, barriers, achievements and continuity as relevant parts of the training process. The contribution of this research goes beyond the particular cases of the actors involved, emerging in the development of proposals in musical education of ASD people, related to their training and their effects may also refer to various specific needs.
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/9902320223569217
Contemporaneity 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.