CULTURAL EMANCIPATION AND HUMAN DEVELOPMENT: THE MUSICAL LANGUAGE AS A FORMATIVE ASSUMPTION IN A PEDAGOGY COURSE

Authors

DOI:

https://doi.org/10.5212/Rev.Conexao.v.16.15462.044

Abstract

The analytical movement described reflects a formative experience bounded by a cultural project developed as a result of induced demand coming from students of the Pedagogy course at UFFS (in the Portuguese acronym) - Chapecó Campus. The project was approved in an institutional public notice to encourage culture and it was carried out in the second semester of 2018.2 and first semester of 2019; the target population were the undergraduate students of the course. The project was based on research and propositions, from which an initial formative possibility was built, with systematic studies and experiences in the form of workshops. The students involved in the activities indicated the relevance of such initiatives, given the contributions to teachers’ way of thinking and making in relation to the possibilities and the potential of music education and other languages. This exercise points to the need of discussions about such languages in the process of initial and continuing education of teachers working in Early Childhood Education and Early Years of Elementary School.

Author Biographies

Daniela Romansin Lazaretti, Universidade Federal da Fronteira Sul - UFFS

Pedagoga. Universidade Federal da Fronteira Sul (UFFS) Campus Chapecó, Santa Catarina - Brasil.

Maria Lucia Marocco Maraschin, Universidade Federal da Fronteira Sul - UFFS

Professora da Universidade Federal da Fronteira Sul (UFFS) Campus Chapecó, Santa Catarina - Brasil. Doutorado em Educação. 

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Published

2020-09-17

Issue

Vol. 16 No. 1 (2020): Publicação Contínua

Section

ARTIGOS

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