Processos criativos, interativos e autodeterminados: uma proposta pedagógica de intervenção no campo de saberes e práticas em Arte/música

Abstract

This thesis comprises the association between participation, involvement, and engagement with the motivation for the aesthetic movement of a creative, interactive and self-determined process to interfere in musical learning and school performance of 17 high school art/music students. The general objective is to understand how the motivation for experiencing an aesthetic movement in the development of a creative, interactive and self-determined process in the Field of Knowledge and Practices of Art/Music Teaching interferes with the learning and academic performance of New High School students. The specific objectives are: to describe the main theoretical and practical implications related to both the experience of the aesthetic movement, creativity, interactivity and self-determined motivation in Art/music and the structuring of a pedagogical intervention proposal and quasi-experimental research; analyze the motivation for experiencing the aesthetic movement of a creative, interactive and self-determined process based on a pedagogical intervention proposal in Art/music and through quasi-experimental research and reflect on the motivation for experiencing the movement aesthetic of a creative, interactive and self-determined process developed in the field through quasi-experimental research. The results showed a change from motivation that was previously controlled to autonomous after our intervention. The student's autonomy to self-regulate their behavior was modified from the introjected to the identified stage. Involvement and engagement went from the external to the introjected stage, being partially autonomous after the intervention. The analysis of the results suggests that pedagogical practice based on creative and self-determined dialogue can contribute to increasing student autonomy and self-esteem, but also invites the teacher to rethink the need to modify the teaching environment to make it more democratic, supportive and transparent. In this way, it is possible to conclude that the motivation to experience the aesthetic movement of the artistic process, based on creative and interactive dialogues, can encourage other teachers to improve their musical knowledge, improve the quality and equity of teaching and learning in Art/music. This even includes mobilizing reflection on how to make it fairer and more relevant for high school music students in the academic and continuing training of Art/music teachers.