Ensino e aprendizagem de viol��o na UFRN

The instrumental teaching in Brazil has been more widely studied by music education in the last years, becoming a significative scientific investigation field. This work is focusing on analysis of the instrument teaching reality, considering more specifically the guitar teaching. In a timely manner, approaches the reality of the guitar teaching from the Universidade Federal do Rio Grande do Norte (Federal University of Rio Grande do Norte ��� UFRN), considering specific instrument courses in this institution. Thus, the present work was guided by the aim of understanding conceptions, contents and didactic and methodological perspectives that constitute the teaching and learning of the guitar at UFRN. To reach this main aim, we sought to verify, in general: 1) the theoretical, methodological and content perspectives that underlie guitar formation in the music courses of the UFRN; 2) the functions and the aims of the guitar disciplines in the Courses; 3) the profile of the guitar disciplines' professors; 4) the demands of the subjects directly involved in these proposals of musical education; and, 5) the conceptions about formation practices and teaching methodologies that characterize the docent action. In accordance with the aims, the methodological guidance was based on the qualitative paradigm. Thus, data collection procedures involved were: bibliographical and documentary research and interviews with three professors who taught in guitar disciplines during the semester of 2014.1 on the mentioned courses. Then, these data were systematically organized and analyzed in line with the research characteristics presented here. The results of the research evidenced the concepts, contents and didactic and methodological perspectives in the context of teaching and learning guitar in the studied empirical field. In this context, we perceive a relation between the demands of teaching and learning tool in the study field and the ones evidenced in the literature. The results demonstrated that the professors��� professional tragetory is associated with their influences from the initial musical formation and their guitar learning since they related conceptions that reflected aspects formation, sometimes converging sometimes divergente. The contentes, methodologies and general aspects are made based on parameters that demonstrate alignment with the perspectives of guitar teaching and learning in the contemporary world to the instrumental player formation. Thus, the study gave a broader diagnosis about the guitar teaching reality, demonstrating the diferences and the singularities between the Technical Course and the Course of Bachelor in Music at UFRN. Thereby, this study provides importante contribution to music education, mainly, through its reflections about the guitar pedagogy.

Processo identit��rio e saberes docentes: um estudo a partir da pr��tica de ensino no est��gio do curso de pedagogia da UFRN

Esta investigaci��n parte del inter��s en la comprensi��n de la cuesti��n de los conocimientos ense��anza, precisamente el conocimiento necesario para el profesor profesional relacionada ense��anza, es decir, cu��les son los conocimientos, los profesores a construir en su contexto de trabajo. Somos conscientes de que el escenario es un momento de importancia fundamental para el desarrollo del conocimiento inicial de la profesi��n docente y la construcci��n de la identidad profesional. Tratando de entender estos aspectos nos preguntamos: ��Qu�� conocimientos de los futuros profesores construyen o se movilizan durante la pr��ctica docente desarrollado en el escenario? Nuestro objetivo es entender el proceso de identidad de estudiantes Pedagog��a UFRN e identificar el conocimiento construido sobre la pr��ctica docente desarrollada durante el entrenamiento supervisado de dicho curso. Se trata de una investigaci��n cualitativa, y ten��a como instrumento de recolecci��n de datos, entrevistas semi-estructuradas con diez (10) en 2014.1 acad��micos que hab��an ocupado la pr��ctica docente en el entrenamiento supervisado. Las entrevistas fueron sometidas a an��lisis de contenido propuesto por Bardin (2011). Como marco te��rico, los autores tambi��n apoyan en tan Tardif (2012), Pimenta (2012), N��voa (1995), Perrenoud (2002), entre otros, se trata de la ense��anza de conocimientos dentro de la profesionalizaci��n docente, estableciendo relaci��n con el proceso de identidad. Los resultados indican que, en lo que respecta a la identidad profesional, estudios te��ricos en el curso de formaci��n inicial, junto con las experiencias vividas en su mayor��a en el escenario, contribuyeron a cambiar lo que los estudiantes sab��an acerca de ser un maestro. Por lo tanto, algunos han fortalecido la identidad con la profesi��n, mientras que otros han renunciado a invertir en la carrera docente. En cuanto a conocimiento construido, se puede decir que los alumnos se dan cuenta de la pluralidad de conocimientos necesarios para una profesi��n tan compleja como la ense��anza. Sin embargo, a modo de s��ntesis, este conocimiento a su vez a aprender a planificar lecciones considerando las necesidades de los estudiantes y su contexto social. Los participantes declaran saber c��mo llevar a cabo la mediaci��n del aprendizaje a trav��s del di��logo y actividades bien estructuradas y afecto contribuye al aprendizaje. En este sentido, se entiende que las construcciones de conocimiento en el escenario se articularon a reflexionar sobre su propia pr��ctica e indican lo que era m��s importante en t��rminos de aprendizaje de la percepci��n de los estudiantes. Sobre la base de este entendimiento, creemos que los momentos de observaci��n (primero paso en el escenario) y el muy regencia podr��an considerarse en el proceso de formaci��n, para que los estudiantes se registre el aprendizaje proporcionado por la pr��ctica. Es necesario, por tanto, que los estudiantes investiguen su propia actividad pedag��gica, convirtiendo sus conocimientos en una continua construcci��n y reconstrucci��n de sus identidades a partir de la importancia social que conceden a la ense��anza.

A leitura e a produ����o textual no ensino fundamental I: uma proposta de como trabalhar com os g��neros textuais

The little interest in reading and the large presence of deviations in writing observed in the texts of students of the 5th grade of a public school in RN, led us to question the motives of this problem. Thus, the idea to organize and develop teaching sequences with a variety of possibilities of reading and production through the text genres. The practice with the textual genres in elementary school extends the use of reading and writing and improves the quality of learning. In this way, the school, as one of the most active spheres in social practices of the language, we justify this work with the use of text genres as facilitators for teaching and learning the mother tongue. For this purpose, we draw as the main objective to talk about the work with textual genres from the development of didactic sequences, as well as encourage students to take a more reflexive attitude toward language and its uses, as discursive social practices. The development of the study with the text genres was made through the application of didactic sequences in the school context of elementary school classes, from 5th grade. Specifically were chosen, the letter, note, music, poetry, fable and the tale. The study is anchored in the reflections of the following theorists and researchers: Bakhtin (2011), Miller (1994), Marcuschi (2008) and Bronckart (1999) on the text genres; Marcuschi (2005) and Dolz and Schneuwly (2004) that approve a teaching-learning proposal focused on textual genres, giving a meaning to language in the construction of the knowledge and Dolz and Schneuwly (2004) regarding the didactic sequence; other theoretical orientations: PCN (1998), Lerner (2005), among others. The methodology followed the action research guidelines, in a qualitative approach perspective. The instruments of research included questionnaire, observations, readings and productions. The results pointed the students' interest in relation to the activities developed in the didactic sequences and consequently improvement in the students��� own writings. In this sense, we reiterate the need to contamplate in the teaching activities the diversity of texts and genres and, not only due to its social relevance, therefore the student should be able to use the language in various way and adapt their texts to situations of oral and written interlocution.

A constru����o da identidade profissional de licenciados em Música da UFRN: um estudo de narrativas autobiogr��ficas

Aims to understand the construction of the professional identity of undergraduate in Music UFRN, through the study of autobiographical sources of these subjects, checking their formative dimensions and their (re) meanings established throughout life stories. To do so, shows a brief presentation of the study and the main motivations of the author to do it; expresses the life story of the researcher and their training courses in music career; analyzes the historical overview of the route Search (Auto) biography as research and training approach (JOSSO, 2010; N��VOA; FINGER, 2010; SOUZA, 2007; PASSEGGI; SILVA (2010b) and DELORY-MOMBERGER, 2012); It presents some reflections and discussions about the construction of identity, beyond the concepts and perceptions of the training and professional representations of this building (DUBAR, 2005); discusses the historical background regarding teacher training in Brazil and Music Education; describes the ways and methodological resources used for data collection and implementation of this research, namely, a reflective open questionnaire and autobiographical essays; It presents the life stories of the undergraduate students of the Music course and its educational and musical dimensions; Lastly, it presents a reflection about the paths taken. The results indicated that the autobiographical essays make it possible to understand the ways and social relations in the various identified training dimensions, in addition to realize that the family contexts and the first musical social contacts in informal settings, enable the licensees, an identification with the possible career lecturer in Music, as well as the main reasons for this choice. We conclude, therefore, that the experiences and musical experiences throughout life favor the construction of professional identity and that in the course of training, such experiences make ways to (re) define the musical experiences, as well as the (re) thinking their professional career.

A constru����o da identidade profissional de licenciados em Música da UFRN: um estudo de narrativas autobiogr��ficas

Aims to understand the construction of the professional identity of undergraduate in Music UFRN, through the study of autobiographical sources of these subjects, checking their formative dimensions and their (re) meanings established throughout life stories. To do so, shows a brief presentation of the study and the main motivations of the author to do it; expresses the life story of the researcher and their training courses in music career; analyzes the historical overview of the route Search (Auto) biography as research and training approach (JOSSO, 2010; N��VOA; FINGER, 2010; SOUZA, 2007; PASSEGGI; SILVA (2010b) and DELORY-MOMBERGER, 2012); It presents some reflections and discussions about the construction of identity, beyond the concepts and perceptions of the training and professional representations of this building (DUBAR, 2005); discusses the historical background regarding teacher training in Brazil and Music Education; describes the ways and methodological resources used for data collection and implementation of this research, namely, a reflective open questionnaire and autobiographical essays; It presents the life stories of the undergraduate students of the Music course and its educational and musical dimensions; Lastly, it presents a reflection about the paths taken. The results indicated that the autobiographical essays make it possible to understand the ways and social relations in the various identified training dimensions, in addition to realize that the family contexts and the first musical social contacts in informal settings, enable the licensees, an identification with the possible career lecturer in Music, as well as the main reasons for this choice. We conclude, therefore, that the experiences and musical experiences throughout life favor the construction of professional identity and that in the course of training, such experiences make ways to (re) define the musical experiences, as well as the (re) thinking their professional career.

Produ����o de narrativas escritas no ensino fundamental: estudo de casos

This paper focuses on the construction of the narrative for elementary school students, searching to identify strategies they employed in the production of narrative texts representative of miniconto genre. Therefore, we take a sample forty texts produced by students of 6 and 9 years of basic education, twenty in the 6th year students (ten public school and ten private school) and twenty students in 9th grade (distributed similarly between public education and private). In general, we aim to understand the mechanisms by which producers build their narratives, as well as providing input for analysis of textual production of this genre. This research is based on Functional-Linguistic assumptions of the American side, inspired by Giv��n (2001), Thompson (2005), Hopper (1987), Bybee (2010), Traugott (2003), Martelotta (2008), Furtado da Cunha (2011), among others. In addition, from the theoretical framework presented by Labov (1972) about the narrative, coupled with Bator��o contribution (1998), we observed the recurring elements in the structure of narratives under study: abstract, orientation, complication, resolution, evaluation and coda. Also approached, but that in a complementary way, the notion of gender presented in Marcuschi (2002). This is a research quantitative and qualitative, with descriptive and analytical-interpretive bias. In corpus analysis, we consider the following categories: gender discourse miniconto; compositional structure of the narrative; informativeness (discursive progression, thematic coherence and narrative, topical-referential distribution); informative relevance (figure / ground). At the end of the work, our initial hypothesis of the better performance of students in 9th grade, compared to 6, and the particular context of education in relation to the public context, not confirmed, since, in the comparative study revealed that the groups have similar performance as the construction of the narrative, making use of the same strategies in its construction.

Produ����o de narrativas escritas no ensino fundamental: estudo de casos

This paper focuses on the construction of the narrative for elementary school students, searching to identify strategies they employed in the production of narrative texts representative of miniconto genre. Therefore, we take a sample forty texts produced by students of 6 and 9 years of basic education, twenty in the 6th year students (ten public school and ten private school) and twenty students in 9th grade (distributed similarly between public education and private). In general, we aim to understand the mechanisms by which producers build their narratives, as well as providing input for analysis of textual production of this genre. This research is based on Functional-Linguistic assumptions of the American side, inspired by Giv��n (2001), Thompson (2005), Hopper (1987), Bybee (2010), Traugott (2003), Martelotta (2008), Furtado da Cunha (2011), among others. In addition, from the theoretical framework presented by Labov (1972) about the narrative, coupled with Bator��o contribution (1998), we observed the recurring elements in the structure of narratives under study: abstract, orientation, complication, resolution, evaluation and coda. Also approached, but that in a complementary way, the notion of gender presented in Marcuschi (2002). This is a research quantitative and qualitative, with descriptive and analytical-interpretive bias. In corpus analysis, we consider the following categories: gender discourse miniconto; compositional structure of the narrative; informativeness (discursive progression, thematic coherence and narrative, topical-referential distribution); informative relevance (figure / ground). At the end of the work, our initial hypothesis of the better performance of students in 9th grade, compared to 6, and the particular context of education in relation to the public context, not confirmed, since, in the comparative study revealed that the groups have similar performance as the construction of the narrative, making use of the same strategies in its construction.

A IMPORT��NCIA DAS TICS E DA EDUCA����O COMO PROCESSO COMUNICACIONAL DIAL��GICO NO ENSINO SUPERIOR: Um Estudo da Universidade Estadual de Mato Grosso do Sul

Esta tese teve por objetivo saber como o corpo docente da Universidade Estadual de Mato Grosso do Sul (UEMS) percebe, entende e reage ante a incorpora����o e utiliza����o das Tecnologias de Informa����o e Comunica����o (TICs) nos cursos de gradua����o dessa Institui����o, considerando os novos processos comunicacionais dial��gicos que elas podem proporcionar na sociedade atual. Metodologicamente, a tese �� composta por pesquisa bibliogr��fica, buscando fundamentar as ��reas da Educa����o e Comunica����o, assim como a Educomunica����o; pesquisa documental para contextualiza����o do l��cus da pesquisa e de uma pesquisa explorat��ria a partir da aplica����o de um question��rio online a 165 docentes da UEMS, que responderam voluntariamente. Verificou-se que os professores utilizam as TICs cotidianamente nas atividades pessoais e, em menor escala, nos ambientes profissionais. Os desafios est��o em se formar melhor esse docente e oferecer capacita����o continuada para que utilizem de forma mais eficaz as TICs nas salas de aula. Destaca-se ainda que os avan��os em tecnologia e os novos ecossistemas comunicacionais constru��ram novas e outras realidades, tornando a aprendizagem um fator n��o linear, exigindo-se revis��o nos projetos pedag��gicos na educa����o superior para que estes viabilizem di��logos propositivos entre a comunica����o e a educa����o. A infraestrutura institucional para as TICs �� outro entrave apontado, tanto na aquisi����o como na manuten����o desses aparatos tecnol��gicos pela Universidade. Ao final, prop��e-se realizar estudos e pesquisas que possam discutir altera����es nos regimes contratuais de trabalho dos docentes, uma vez que, para atuar com as TICs de maneira apropriada, exige-se mais tempo e dedica����o do docente.

Estudantes do ensino superior e perspetivas de carreira no setor do turismo e da hotelaria: estudo de caso

Nos ��ltimos anos, o turismo em Portugal tem vindo a crescer, o que se tem refletido na ind��stria hoteleira nacional, tornando fundamental a exist��ncia de profissionais competentes neste setor. A ind��stria tur��stica e hoteleira �� desafiante devido ��s suas especificidades, reunindo v��rios tipos de organiza����es e servi��os. Diversos autores referem a exist��ncia de elevadas taxas de rotatividade dos profissionais deste setor, questionando se os estudantes que ingressam em cursos desta ��rea conhecem as caracter��sticas de uma carreira neste setor. A forma����o e o desempenho dos profissionais desta ��rea poderiam, portanto, beneficiar da intera����o entre mercado de trabalho e ensino superior de forma a perceber e, se poss��vel, conciliar as expectativas dos estudantes e as compet��ncias que as ind��strias julgam determinantes para o seu sucesso. Alguns autores referem tamb��m a import��ncia da voca����o e de algumas caracter��sticas pessoais no desempenho de fun����es em hotelaria, tendo desenvolvido uma escala com caracter��sticas pessoais associadas �� ���cultura hoteleira���. Foram j�� realizados estudos em diferentes pa��ses em que foram determinadas as expetativas do estudantes quanto ao seu futuro profissional ou comparadas as caracter��sticas pessoais de estudantes de diferentes ��reas de estudo. O objetivo deste estudo �� caracterizar os estudantes de uma institui����o de ensino superior portuguesa quanto ��s caracter��sticas pessoais e expectativas de uma carreira em turismo e/ou hotelaria e comparar esta perce����o com a de um conjunto de profissionais da ind��stria hoteleira. Para tal, foi elaborado e aplicado um question��rio a estudantes de cursos do 1.�� ciclo relacionados com a ��rea do turismo e hotelaria de uma escola p��blica portuguesa do ensino superior (n=329) e foram realizadas entrevistas a profissionais de hotelaria. Concluiu-se que para a maioria das caracter��sticas pessoais e expetativas de carreira n��o houve diferen��as estatisticamente significativas entre cursos. Nos casos em que houve diferen��as, foi poss��vel estabelecer uma associa����o com as especificidades dos cursos frequentados. Quanto ��s expectativas, a express��o ���oportunidade de viajar��� �� a que mais se distingue pela positiva e a express��o ���um trabalho que seja f��cil de conciliar com a fam��lia e parentalidade��� pela negativa. Geralmente os estudantes manifestaram vontade de trabalhar num setor ligado ��s especificidades do seu curso, com exce����o dos estudantes da licenciatura em Turismo, que privilegiaram o setor da hotelaria. Os profissionais de hotelaria valorizam n��o s�� a forma����o acad��mica, mas tamb��m algumas caracter��sticas pessoais e a experi��ncia profissional, que poder�� ser obtida atrav��s da realiza����o de est��gios.

Refletindo sobre a Pr��tica Pedag��gica em Educa����o de Inf��ncia e em 1.�� Ciclo do Ensino B��sico: um estudo sobre o texto narrativo

O presente relat��rio foi realizado no ��mbito do Mestrado em Educa����o Pr��-escolar e Ensino do 1.��Ciclo do Ensino B��sico (CEB), estando este dividido em tr��s partes. A primeira e a segunda parte consistem na dimens��o reflexiva em Educa����o Pr�� - Escolar e em 1.�� CEB, respetivamente. Esta dimens��o �� um relato cr��tico e fundamentado daquilo que foi a minha experi��ncia nestes contextos, focando-me nas minhas aprendizagens, tanto profissionais como pessoais. A terceira parte do relat��rio diz respeito a um ensaio investigativo, desenvolvido em contexto de 1.�� CEB, numa turma de 2.�� ano. Este tem como finalidade perceber a influ��ncia de uma sequ��ncia de ensino do texto narrativo nas produ����es textuais dos alunos. Os resultados obtidos retratam que a utiliza����o de sequ��ncias did��ticas deste tipo promovem resultados positivos e real��am a import��ncia de um acompanhamento individualizado por parte do professor, possibilitando assim que se v�� colmatando as dificuldades apresentadas pelos alunos.