PERCEP����O DE SUPORTE SOCIAL E BEM-ESTAR NO TRABALHO: UM ESTUDO COM PROFESSORES

Os estudos sobre as condi����es de trabalho de profissionais da educa����o sempre tiveram como objetivo identificar fatores negativos, como o burnout e o estresse. Por��m, �� sabido que vari��veis relacionadas com as rela����es interpessoais podem proporcionar melhora no bem-estar no trabalho nestes profissionais. O professor, protagonista do processo ensino-aprendizagem pode apresentar bem-estar no trabalho e desempenhar melhor o seu of��cio se tiver percep����o de suporte daqueles que comp��em sua rede social dentro de sua escola. Este trabalho tem como objetivo analisar as rela����es entre bem-estar no trabalho e percep����o de suporte social no trabalho em professores do ensino fundamental. Participaram do estudo 209 professores, do ensino fundamental da rede p��blica municipal e estadual de ensino, todos do sexo feminino com idade m��dia de 41,55 anos (DP=8,64) e com o n��vel de instrução m��nimo correspondente ao ensino m��dio. Esses professores responderam a um question��rio auto aplic��vel contendo quatro medidas: Escala de Envolvimento com o Trabalho, Escala de Satisfa����o com o Trabalho Escala de Comprometimento Organizacional Afetivo e Escala de Percep����o de Suporte Social no Trabalho. Calcularam-se as m��dias, desvios padr��o, correla����es e sete modelos de regress��o linear stepwise entre as vari��veis do estudo. Os resultados apontaram para satisfa����o com os colegas, com a chefia e com as tarefas, mas pouca satisfa����o com sal��rios e promo����es. Os professores apresentaram comprometimento afetivo com suas escolas e envolvimento com o trabalho que realizam. Foi revelada percep����o de suporte social, com uma tend��ncia mais elevada de suporte com as informa����es recebidas, seguida da percep����o de suporte emocional e percep����o de suporte instrumental nesta ordem. Foram comprovadas rela����es positivas e significativas entre as dimens��es de bem-estar no trabalho e percep����o de suporte social no trabalho. Modelos de regress��o revelaram que as tr��s dimens��es de suporte social no trabalho impactam positivamente as tr��s dimens��es de bem-estar no trabalho, com maior capacidade de explica����o entre si. Sugere-se novos estudos envolvendo percep����o de suporte social no trabalho e bem-estar no trabalho com outras categorias profissionais para complementar estes ainda pouco estudados conceitos.(AU)

Abordagens de estudo e performance da obra Respons��rio ao vento para violoncelo solo de S��lvio Ferraz

Recognized for his relevant writing for the cello, Silvio Ferraz wrote , in 2012, Segundo Respons��rio for cello solo and chamber group which followed Respons��rio ao Vento , a version of the same piece for solo cello . The work is characterized by the idea of continuity of sound moving through different textures , timbres , dynamics and musical gestures. The composer uses extended techniques, such as large sections in sul tasto playing three strings simultaneously, trills of natural harmonics , muffled trills with natural harmonics , col legno batuto , different types of glissando and simultaneous sounds of harmonic and non harmonic notes corroborate to a wealth of sounds and layers that create different textures. This article investigates the relationship of the composer with the cello, and relates Respons��rio ao Vento to his other works and studies the influences of the composer addressing technical and interpretive aspects of the piece drawn from performance experiences.

Música em projetos socioassistenciais governamentais: pr��ticas e concep����es culturais no Servi��o de Conviv��ncia e Fortalecimento de V��nculos em Natal/RN

This present research focus at the teaching of music in social programs, it discuss about the teaching concepts that permeates the educational-musical practice presents in Servi��o de Conviv��ncia e Fortalecimento de V��nculos (SCFV), of Complexo Dom Bosco, in Natal-RN. The Objective is to reflect upon the music teaching concepts and the relations between musical knowledge and culture. For this, it was problematized the concepts of music teaching and learning in governmental social projects through theoretical and empirical research. After this step, it was studied the cultural aspects involving the routine in the institutions the influenced the music learning at Servi��o de Conviv��ncia e Fortalecimento de V��nculos, furthermore, and how these aspects are present in the constitution of the paradigms that involve music teaching. For this, it was used a qualitative approach and a case study as type of research. As data capture tool it was used the ethnographic write, photography, interviews as a Facilitator of music with the students of the program, and video recordings of musical learning situations. Theoretical support it was used authors who study the complexity, culture and music teaching in social projects. Finally, the conclusion is that musical learning, in the SCFV context, is involved of cultural conceptions steeped to the Orat��rio Dom Bosco space and the same time the Brazilian Social Assistance Policy. Sometimes these concepts are contradictory: discipline, leadership and combat social exclusion refer to dialogical cultural hologram of the institutions involved in the music education process.

Grande Missa Nordestina de Cl��vis Pereira: estudo para interpreta����o

Esse trabalho tem como objetivo realizar um estudo sobre os elementos t��cnicos, est��ticos e hist��ricos, que possa contribuir para uma interpreta����o mais consciente e consistente da GRANDE MISSA NORDESTINA, do compositor Cl��vis Pereira. Escrita para coro, solistas e orquestra em 1977, essa obra se destaca por ser uma das principais composi����es produzidas em Pernambuco durante o Movimento Armorial nos anos de 1970. Pretendemos na primeira parte, expor como uma cadeia consequente de elos a partir da experi��ncia de vida do compositor, aliada �� sua viv��ncia musical, assim como, ao conhecimento t��cnico e est��tico junto a nomes como C��sar Guerra-Peixe e Ariano Suassuna, geraram uma pr��xis musical, tornando essa obra uma esp��cie de s��ntese da produ����o do compositor nesse per��odo. Na segunda parte apresentaremos um conjunto de sugest��es interpretativas a partir das ideias musicais extra��das entre a compara����o das duas grava����es realizadas pelo compositor, assim como, do relato de experi��ncias adquiridas pelo autor desse trabalho durante os processos de interpreta����o dessa obra.

Música e surdez: o ensino de música numa perspectiva bil��ngue na escola regular

The present study focuses on the development of pedagogical activities in Music Teaching, aiming to enhance the accessibility of musical knowledge for both deaf and hearing students, using a bilingual approach in regular schools. Few studies address Music and Deafness, and those that do focus exclusively on the context of special education, and specifically the deaf student, which signals the urgent need for conducting research on this issue in the context of inclusion ��� empirically and carried out on school grounds. Therefore, we developed our study at a Natal City Public Elementary school, in a class of 6th graders, comprised of 37 students, 3 of whom were deaf. The objective of the study was to develop a proposal for a pedagogical intervention in Music Teaching, using a bilingual approach, with deaf and hearing students, in the context of regular school classes. The research is based on the theoretical framework presented in Penna (2010), Brito (2001) and Fonterrada (2008), with reference to music education, and Haguiara-Cervellini (2003), Finck (2009) and Louro (2006), with reference to inclusion in teaching music. To achieve this objective, we developed a proposal for intervention based on the methodological dictates of intervention research, presented in studies by Jobim and Souza (2011) in light of the theoretical concepts posited by Mikhail Bakhtin, which assert that knowledge is produced through interaction between subjects, dialogically and through alterity. This methodology was carried out in pedagogical workshops, conceived as spaces for the construction of knowledge, mobilizing participants to engage in ludic activities of musical experimentation. Content covered in these workshops focused on Pulse and Rhythm ��� basic elements in music education ��� demonstrating that awareness about and sensitivity to these elements is not limited to the auditory sensory perception of the student, once the entire body is used as an agent of acquisition and expression. Thus, we began the trajectory of our research from the starting point of the identification and perception of ���Pulse���, using one���s own body and the body of classmates, representing it through physical expressions and movement. Subsequently, this Pulse was extended from the body to a percussion instrument, and was then represented graphically as lines of rhythm, constituting a process of reading and writing; ultimately the intervention culminated in the class presentation with the musical group De Pau e Lata (Stick and Can). In our analysis, faced with the challenges and possibilities presented in our study, findings showed satisfactory results with regard to the participation of all of the students: completing the activities proposed in the class, asking questions when they did not understand, positioning themselves when they thought it necessary, expressing opinions about the work completed, evaluating the workshops given, interacting, helping in the activities, constructing knowledge collaterally, experimenting and experiencing musical elements through the body in activities that applied to both groups (deaf and hearing) in the one class. These indications elucidate the viability of teaching music to deaf and hearing students, using a bilingual approach, and based on experiences with the body and communicative and cultural specificities involved, confirming, as well, the role of Sign Language as a mediator in the teaching/learning process.

A rela����o entre mem��ria de trabalho e compet��ncia leitora em crian��as em risco de transtorno de aprendizagem do Projeto Acerta: um estudo explorat��rio

Reading and writing are essential rights, which involve individual and social aspects; in addition, these skills are important when it comes to socio economic and political development, critical thinking and an active participation in society (UNESCO 2005). From a neurobiological standpoint, our brain is not prepared for reading, and this practice must be deliberately acquired via instructional guidance (DEHAENE 2009). However, reading disorders and deficits within executive functions, such as low working memory capacity, can make reading arduous. The aim of this study is to investigate the development of reading skills within 45 third grade students from public schools in the city of Natal ��� RN and its connection to working memory capacity, through information gathered from the Provinha Brasil, data generated from working memory tasks (Portuguese version of AWMA - Automated Working Memory Assessment) and fluid intelligence measures RAVEN. Based on this main objective, we attempted to answer the following research questions: (a) What are the correlations between working memory and reading scores?; (b) What characterizes the relationship between working memory capacity and the risk of reading disabilities amongst the participants in this study?; Following a quantitative research methodology, the Provinhas Brasil from 3rd grade students belonging to the six public schools members of Project ACERTA - Avalia����o de Crian��as em Risco de Transtornos de Aprendizagem (CAPES/OBEDUC)- were analyzed and compared to the scores from the working memory tests and the fluid intelligence ones. Results indicate that reading skills within children at risk of reading disabilities are directly linked to working memory capacity, especially with regards to the phonological component. It is also evident that the participants with less working memory capacity show more difficulties in the reading abilities that demand interpretation skills. Thus, we intend to contribute to the discussion regarding the diagnosis of reading disabilities and possible intervention strategies.

A rela����o entre mem��ria de trabalho e compet��ncia leitora em crian��as em risco de transtorno de aprendizagem do Projeto Acerta: um estudo explorat��rio

Reading and writing are essential rights, which involve individual and social aspects; in addition, these skills are important when it comes to socio economic and political development, critical thinking and an active participation in society (UNESCO 2005). From a neurobiological standpoint, our brain is not prepared for reading, and this practice must be deliberately acquired via instructional guidance (DEHAENE 2009). However, reading disorders and deficits within executive functions, such as low working memory capacity, can make reading arduous. The aim of this study is to investigate the development of reading skills within 45 third grade students from public schools in the city of Natal ��� RN and its connection to working memory capacity, through information gathered from the Provinha Brasil, data generated from working memory tasks (Portuguese version of AWMA - Automated Working Memory Assessment) and fluid intelligence measures RAVEN. Based on this main objective, we attempted to answer the following research questions: (a) What are the correlations between working memory and reading scores?; (b) What characterizes the relationship between working memory capacity and the risk of reading disabilities amongst the participants in this study?; Following a quantitative research methodology, the Provinhas Brasil from 3rd grade students belonging to the six public schools members of Project ACERTA - Avalia����o de Crian��as em Risco de Transtornos de Aprendizagem (CAPES/OBEDUC)- were analyzed and compared to the scores from the working memory tests and the fluid intelligence ones. Results indicate that reading skills within children at risk of reading disabilities are directly linked to working memory capacity, especially with regards to the phonological component. It is also evident that the participants with less working memory capacity show more difficulties in the reading abilities that demand interpretation skills. Thus, we intend to contribute to the discussion regarding the diagnosis of reading disabilities and possible intervention strategies.

A música para clarinete e piano de Carlos Guastavino

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Um olhar sobre a música gospel: a l��gica simb��lica e de mercado do Minist��rio de Louvor Diante do Trono

This study aims to understand how the gospel music genre - based on the gospel band Minist��rio de Louvor Diante do Trono - articulates itself to the logic of the market by its insertion in the music industry and use of symbolic logic in the available songs of their Cds and DVDs. Our research is a case study, methodologically being the descriptive analysis of the production process, distribution and broadcasting of the band's CDs and functional analysis of the music that permeates the entire thesis. The following songs are presented as an analytical corpus: Preciso de Ti,Quero me Apaixonar, Tua Vis��o, Creio, Tu Reinas e Tetelestai. Our hypothesis is that religious institutions - as a field responsible for the structure which maintains gospel artists - experiences a new dynamic that consists of a superficial modernity, ratified in the ways the symbolic goods produced communicate, that is, simulate a religious modernity maintaining traditional values regarding the dogmas of religion , but incorporate business and advertising procedures in the dissemination of its products The results point to gospel music as mediation, part of the religious ritual sometimes as prayer and other as preaching, stimulating consumption and entertainment, and performing as a device in the making of symbolic goods.

O ciclo Slopiewnie opus 46 bis de Karol Szymanowski: uma abordagem de estudo e performance

This text presents a discussion about the song cycle Slopiewnie Opus 46 bis of Karol Szymanowski, one of the most important Polish composers of the 20th century. Slopiewnie was composed on texts of Julian Tuwim, poet born in 1894 in ����d��, who used ancient roots to create new words and search for special sonorities. First, this text introduces a brief biographical sketch about Szymanowski, in order to contextualize Slopiewnie in relation to the composer���s works. Afterwards, the text provides an analysis of the songs and their texts, which may serve as a study tool for future perfomers. Interpretative suggestions are offered, based on the experience of learning these songs and on references. The text also presents the phonetic transcription of the poems, as well as a suggested translation to Portuguese, making it easier for Brazilian singers to learn the cycle���s text and prosody.

A pedagogia de projetos e o ensino de música na educa����o b��sica da cidade de Natal/RN

This research aims to investigate the use of Project based learning as a method for teaching music in Elementary Schools located in Natal, RN. Its main objective is to analyze how this method is used during the classes of music at school context and which are its implications to the process of music learning acquirement. The specific objectives comprise: gathering the music teachers in preschool that work with project based learning as a method for their classes; identifying how the theory meets their practice; and analyzing how project based learning contributes to the learning process of music within schools. The main scholars adopted as theoretical reference were Boutinet (2002), Hern��ndez (1998; 200), Antunes (2001), Cavalcante (2009), from Education area; and Penna (2008), Fonterrada (2008), Queiroz (2012), regarding Musical Education. Such choice was made in views of identifying the relationship and how project based pedagogy associates to the current Brazil school curriculum. For data collection, mixed methodological strategies were used, of qualitative and quantitative approaches that are complementary for better meeting the research needs. By applying a questionnaire, it was sought to identify the music schools and teachers who reported working with project based learning. Based on these results were selected two schools, one private school and one public school to perform a participant observation in two groups following the development of music classes based on project based learning, and the information were recorded in a diary of audio and video recordings. The results of this work show that the Project Education is a methodology frequently used by music teachers from Natal/ RN contributing to the integration of content and subjects and engages students in activities awakening interest and contributing to the development of music education at school. However, it was identified that many of the conceptions of the teachers about projects are confused by ambiguities from the use of the term in different areas and in various theoretical perspectives as well as the lack of publications that address the music education through the project based learning. It is hoped that this study provides discussions and research about the project based learning applied to music education in elementary school.

Educa����o bil��ngue para surdos : um estudo acerca de pr��ticas de letramento cr��tico com alunos surdos usu��rios da L��ngua Brasileira de Sinais

At a time when the issue of the inclusion of hearing-impaired students in regular schools has been discussed, it becomes necessary to reflect upon the relevance of a recurrent educational process in schools specialized in education for the hearing-impaired: the bilingual schools. Such institutions, still scarce in Brazil, offer an oriented and specialized education to hearing-impaired children and adolescents, since they have the Brazilian Sign Language as a language of instruction in all subjects, and the Portuguese written language as an additional language, which gives them the bilingual status. This research aims to investigate how the practices developed in my Portuguese classes in a bilingual school have contributed to the development of student���s literacy, specifically the Critical Literacy (STREET, 1985, 1990, 1998), in two classes of hearing-impaired students enrolled in the final grades of elementary school. It is a qualitative, ethnographic research, which uses the triangulation system for analyzing data: (i) the pedagogical sequences; (ii) the students��� activities and (iii) the teacher���s and students��� written accounts registered as field notes. Through the intersection of the data, this work evaluates whether students have achieved some level of Critical Literacy, and what kind of collaboration and/or activity is relevant during this process. This research is justified by the need to evaluate practices at bilingual schools that, although supported by current law in Brazil, are still a minority whose work is still not acknowledged or valued. The results show that activities using real texts of different genres can contribute to the development of Critical Literacy, and also to dynamic classes, with discussions about relevant topics to society in Sign Language. Also, activities that encourage students to do research and that provide to the hearing-impaired student, the understanding of the real usefulness of Portuguese as an instrument for the social inclusion of the hearing-impaired providing opportunities for them to change their social position can collaborate to this process.

CANTAR PARA QU��? A música gospel no processo de midiatiza����o: o caso do programa Esquenta!

Esta pesquisa tem por objetivo analisar sob quais aspectos se d�� a intera����o entre m��dia e religi��o, bem como as tens��es ou continuidades que a aproxima����o do ���sagrado��� com o ���profano��� na sociedade midiatizada evoca. Para tal, elegemos como objeto de estudo a participa����o dos artistas evang��licos no Programa Esquenta!, exibido nas tardes de domingo, pela Rede Globo. Tomamos como referencial te��rico os conceitos de cultura gospel, de midiatiza����o, especialmente o conceito de bios midi��tico, e a discuss��o sobre seculariza����o proposta por Habermas. A metodologia empregada prev�� duas etapas. A primeira consiste numa uma an��lise de conte��do de cinco edi����es do programa que contaram com a participa����o de artistas evang��licos, exibidas nos anos de 2013 e 2014. Nesse momento, o objetivo foi perceber o lugar que a música gospel ocupa dentro da proposta do programa. A segunda etapa consiste na realiza����o de dois grupos de discuss��o, um formado por evang��licos e o outro por n��o-evang��licos, para compreender como os conte��dos religiosos deslocados de seu contexto original s��o ressignificados pela audi��ncia. Resulta desta pesquisa a observa����o de que a participa����o dos artistas gospel no Esquenta! oferece novos modos de olhar que ampliam o conceito de cultura gospel, bem como legitima a m��dia como lugar de experi��ncia religiosa. Al��m disso, ilustra a perspectiva habermasiana ao refletir a dupla afeta����o entre universo religioso e vida secular, que emerge do entrecruzamento entre m��dia e religi��o.

A música nos curr��culos espec��ficos individuais

Tendo como suporte a revis��o bibliogr��fica, pretende-se com este estudo de caso de carater interpretativo, compreender qual o papel da música inserida nos curr��culos espec��ficos individuais (CEI). O estudo pretende contribuir para uma maior compreens��o acerca da inclus��o da disciplina de Educa����o Musical nos CEI, conhecer as pr��ticas pedag��gicas desenvolvidas com alunos ao abrigo de um CEI e caraterizar e promover o desenvolvimento musical dos tr��s alunos participantes. O trabalho emp��rico no qual foi delineada a investiga����o assenta numa metodologia qualitativa. Nos instrumentos de recolha de dados saliento, as entrevistas, as notas de campo e o c��rculo de desenvolvimento musical ���Sound of Intent���. Os resultados refor��am a import��ncia da forma����o docente na interven����o com crian��as com NEE e a clara valoriza����o do papel da música nestes curr��culos. Observa-se que os tr��s alunos, embora caraterizados com perturba����es de grau e patologia diferenciadas, e com manifesta����es variadas, mostram n��veis de musical dos alunos, corresponde ao perfil descrito na literatura o que nos permite sugerir que as atividades e estrat��gias utilizadas contribu��ram para o desenvolvimento das diferentes dimens��es analisadas promovendo o desenvolvimento de compet��ncias musicais e extra musicais.

Refletindo sobre a Pr��tica Pedag��gica em Educa����o Pr��-Escolar e 1.�� Ciclo do Ensino B��sico: a integra����o pedag��gica da Música no processo de ensino e aprendizagem do Portugu��s

O presente relat��rio refere-se ao Mestrado em Educa����o Pr��-Escolar e Ensino do 1.�� Ciclo do Ensino B��sico e apresenta-se dividido em duas partes. A parte I corresponde �� dimens��o reflexiva na qual se apresenta uma reflex��o acerca do percurso desenvolvido ao longo das Pr��ticas Pedag��gicas nos v��rios contextos: Creche, Jardim-de-Inf��ncia e 1.�� Ciclo do Ensino B��sico. Esta parte encontra-se estruturada de acordo com um conjunto de referentes: observa����o, planifica����o e interven����o, dificuldades e, por ��ltimo, aprendizagens. Al��m disso, inclui-se o papel reflexivo e investigativo do educador e professor. A parte II apresenta a dimens��o investigativa referente a um estudo realizado numa turma de 3.�� ano de escolaridade, que incidiu na tem��tica da integra����o pedag��gica da Música no processo de ensino e aprendizagem da ��rea curricular de Portugu��s. Esta investiga����o disp��e de um car��ter qualitativo, uma vez que se pretendeu compreender as potencialidades da integra����o pedag��gica da Música no processo de ensino e aprendizagem do Portugu��s. Ap��s a organiza����o e an��lise dos dados recolhidos pode sugerir-se que a utiliza����o da can����o, enquanto instrumento de integra����o, proporcionou aos alunos diversas aprendizagens no dom��nio da Música e na ��rea de Portugu��s.