https://repositorio.ifg.edu.br/handle/prefix/1430 2026-10-12T01:18:45Z https://repositorio.ifg.edu.br/handle/prefix/2854 Título: Ensino coletivo de piano para alunos iniciantes: proposta de ação de extensão do IFMT Campus Cuiabá Bela Vista para alunos da EJA Autor(es): Assumpção, Yuri Ogaya de Primeiro Orientador: Costa, Cristiano Aparecido da Abstract: The main objective of this research is to systematize a pedagogical proposal aimed at implementing collective piano teaching for students in Youth and Adult Education (EJA). From this perspective, how can the Federal Institute of Education, Science and Technology of Mato Grosso - IFMT, Cuiabá Bela Vista campus, through an Extension Project, systematize a pedagogical proposal aimed at collective piano teaching for EJA students? Which collective piano proposals reflect the reality of teaching music to EJA students? Based on a critical review of bibliographical references, such as books, periodicals, annals and articles on the subject in question and extension projects that take initial training courses for young people and adults to underprivileged communities, we sought to understand the challenges faced by professionals, as well as by this specific audience in the teaching- learning process in the field of music. This is a qualitative study, focusing on the following methodological aspects: a bibliographical survey of publications of scientific articles, dissertations and theses on the object of the research, based on conceptions that support the relevance of collective piano teaching Cruvinel (2003; 2004; 2005), Montandon, (1992; 1995), Tourinho (2007). The theoretical framework was developed with its particularities, thoughts and foundations and, in this case, is approached in a synthetic way to assist in this investigation. It also presents theoretical and methodological foundations related to the teaching-learning process of techniques for beginner students, thereby seeking to promote considerable cultural and social gain in the students' education, through the acquisition of knowledge, learning, diverse experiences, contributing positively to the expansion of memory and collective teaching. It is believed that the inclusion of these four categories: 1) Creativity; 2) Musical reading; 3) Improvisation - exchange of knowledge; 4) Repertoire, are necessary for the students' first contact with the instrument. According to the data collected, this proves the importance of the E-book, its functionality and practicality for the development and application of collective piano teaching classes, proposing strategies for teachers and offering accessible learning for students. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2024-04-04T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2850 Título: Complexidade da banda de música no processo educativo: uma reflexão sobre bandas escolares Autor(es): Leite, Rogério Francisco Primeiro Orientador: Pereira, Eliton Perpétuo Rosa Abstract: The general objective of this work is to reflect on the formative place of the school band based on Edgar Morin's complexity theory. As a methodological approach, qualitative research was carried out, from a multidimensional epistemological perspective that uses several methodological approaches linked to different specific objectives: a) research topics related to teaching music at school, projects and teaching methods for school bands and didactics of bands; b) analyze projects and portfolios of music bands in the context of basic education schools in the municipality of Aparecida de Goiânia, and c) reflect on the formative place of the school band based on Edgar Morin's complexity theory. As a theoretical foundation and related theories, complexity theory was presented based on some works by Edgar Morin (2000, 2003, 2007), with the help of other authors in the educational field such as Barbosa (1996, 1998), Penna (2008), Fonterrada (2008) and Swanwick (2003). Considering the reflections developed, it is expected that this research will contribute in an innovative and relevant way to the entire school community and contemporary society as a form of balance and means of connection between the pertinent knowledge existing in the music band environment and the school community, contributing to a multidimensional and integral training of students. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2024-04-02T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2848 Título: Proposta de formação continuada em ensino de dança no ensino fundamental I do município de Maurilândia - Goiás Autor(es): Santos, Rogério Pereira dos Primeiro Orientador: Ribeiro, Luciana Gomes Abstract: This article is an experiential report resulting from research conducted within PROF-ARTES, which is a Professional Master's Program (Stricto sensu) in Arts with a concentration area in Arts Teaching and has as its proposing research institution the Federal Institute of Goiás – Aparecida de Goiânia Campus. The research involves the process of developing, applying, and evaluating a specific continuing education program in dance for public elementary school teachers in the municipality of Maurilândia/Goiás. The general objective was to expand and deepen the teaching and learning possibilities of this content at the local level, valuing dance as artistic knowledge. In this pursuit, we used action research to better understand, interpret, and modify the local reality. This was achieved through active listening to the realities presented by the participating teachers. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2024-04-04T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2847 Título: Das danças que dancei aos encontros na escola Autor(es): Souza, Paulo Henrique Alves de Primeiro Orientador: Rodrigues, Roberto Abstract: The aim of this work is to construct an autobiographical journey based on my experiences with dance throughout my life. It brings brief reflections on my training processes and points to possibilities for rethinking my teaching practice in the present day. Based on my experiences as an artist-teacher-researcher and experiments with students from a public school in Goiânia that caters for the EJA (Youth and Adult Education) modality, I try to identify postures and actions that help me to develop the idea of kindness processes in dance and how this runs through the actions carried out. I meet autobiographical research by dialoguing with Josso's studies (2010, 2012), which cause displacements and point out discomforts about acting as a dance teacher in public schools. I reflect on the creation of an autobiographical artistic memorial that triggered two experiences at the school, the writing of autobiographies and the coauthoring of an artistic performance by the students. It was possible to define, together with the ideas of Freire (2005, 2019), bell hooks (2017) and approximations with Artistic Practice as Research, traits and contours that echo in the actions developed, with the cultivation of horizontal relationships, empathy, openness to propositions, deviations and possibilities that echoed from the collective, elements that frame the processes of kindness in dance exercised here. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2024-06-18T00:00:00Z