Navegando por Assunto "Music education"

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Entre atos: o intermezzo do ensino musical durante a extinção do Instituto Carlos Gomes em Belém (1908-1929)
(Universidade Federal do Pará, 2025-01-31) SOUZA, Milena Moraes de Araújo e; COSTA, Antonio Maurício Dias da; http://lattes.cnpq.br/2563255308649361; https://orcid.org/0000-0002-0223-9264
The purpose of this dissertation is to investigate the historical trajectory of the Carlos Gomes Institute, with an emphasis on its continuity and reinterpretation during the period of its interruption, between 1908 and 1929, called by Jonas Arraes as an "intermezzo" period, and its reestablishment in 1929. To this end, it was necessary to survey documentary sources, such as newspapers, magazines, concert programs, photographs, and others. As a theoretical framework, we sought the studies of Pierre Bourdieu and Raymond Williams to understand the relationships involved in the reopening process. The study begins with an analysis of the historical context that led to the closure of the ICG, a symbol of high-quality music education that was interrupted due to economic and political factors, such as the rubber crisis and changes in government administrations. We then investigate how musicians, teachers, and students found alternatives to continue music education and promote culture through the creation of new spaces and initiatives. Finally, this research sought to examine how Antonia Rocha de Castro's music school, together with the alignment between musicians and political figures, enabled the "rebirth" of the Institute.
Acesso aberto (Open Access)
Guia para formação de professores: adaptação de música regional para aulas de trompa com iniciantes
(Universidade Federal do Pará, 2024-03-28) LOUZADA, Jaqueline Wailse Lira; DINIZ, André Monteiro; http://lattes.cnpq.br/5064351890235151; https://orcid.org/0000-0002-4895-7421
This work presents the "Musical Adaptation Guide for Horn Teachers in Training," a manual of adaptations of regional music for beginners. This educational product emerged as a proposal to address the challenges in music education, especially in the context of horn teaching, where there is a significant presence of teaching materials and repertoires of European origin. These materials, often from other countries and unfamiliar to students and their communities, do not take into account their cultural and regional specificities. This practice needs to be discussed in the training of horn teachers to promote the development of new approaches by them. The scarcity of resources that integrate local culture limits students' access to a potentially representative and meaningful music education. Developed within the Graduate Program in Creativity and Innovation in Higher Education Methodologies (PPGCIMES) at the Federal University of Pará (UFPA), with an emphasis on Methodological Innovations in Higher Education (INOVAMES), the resulting product aims to address these shortcomings, particularly the lack of adaptations of regional music from the Brazilian Amazon for beginners. The methodology involved a bibliographic research on the challenges and perspectives in horn teaching in Brazil, the literature used for teaching, and the influence of musical heritage on horn learning. It is based on Ausubel's (2003) theories of meaningful learning and Quijano's (2015) decolonial approach, as well as the analysis of idiomatic elements present in works written by horn players, as discussed by Matosinhos (2021). Additionally, an analysis of Pedagogical Course Projects (PPCs) from the Federal University of Pará (UFPA), the State Institute Carlos Gomes (IECG), and the State University of Pará (UEPA) was conducted. Subsequently, the educational product was developed and implemented, along with interviews with teachers and students to validate the proposed musical adaptations. The results highlight the potential of the developed educational product to equip both trainee and practicing teachers, providing a practical and accessible tool for teacher training and a music education that incorporates local culture. Furthermore, it is evident that the developed material serves as a resource for teachers in training, assisting them in integrating local cultural elements into their teaching, thus promoting a more contextualized and meaningful music education.