Teoria e percepção musical : práticas pedagógicas mediadas pelo EarMaster

Abstract

The research that led to this thesis is mainly aimed to investigate strategies for musical perception learning in the discipline of Theory and Musical Perception, with the feature EarMaster program. As a theoretical framework, the research used the sociointeractionist approach proposed by Vygotsky studies. The main concepts considered were: mediation, sociointeraction and ZPD, connected to the concept of music perception in the context of EarMaster program. The study was carried out in a private university in the northeastern region of Rio Grande do Sul state, with undergraduate students of Music, Full Degree in Theory and Musical Perception II. The methodological design was based on qualitative research. For generating data, it was chosen the observation and simultaneous video recording, made in the computer room of the university, at class time in the afternoon shift. The observations and video recordings generated the corpus that was analyzed from a process of analysis of the images and record observations, inspired by studies of Bauer and Gaskell And Moraes and Galiazzi (2007) and their studies, more specifically the discursive textual analysis, in order to answer the central question: What aspects to consider in creating strategies for learning Theory and Musical Perception using EarMaster software in the context of Higher Education? For the processing of data, the theoretical guiding were considered: mediation, sociointeraction, ZPD and musical perception. Thus, the following emerging categories were established: Sociointeraction, mediation, ZPD, EarMaster and technologies. On the relationship between the categories, seeking strategies for learning musical perception, the potential of EarMaster was found as an important mediating element, transforming the interactions between the student and the teacher in relation to the concepts of musical perception, as well as new possibilities for classroom dynamics between teacher and student in relation to a classroom without the use of the program. In this sense, the interactions mediated by EarMaster can be one of the elements related to the strategies for learning musical perception in order to promote changes in the classroom and how the student handles the program in relation to the musical contents and to the interactions he performs with the teacher and colleagues starting from the elements that the program displays on the computer screen in its platform. It was also found traces and autonomy in the sense of an individual study where the student works their own ZPD with mediations conducted using EarMaster. The possibility for the program to work as an activator of the ZPD, transforming the potential in reality, and interaction / sociointeraction and mediation stood out because, by interacting, the possibility that the student build new cognitive elements increases. Thus, some recommendations and developments about musical perception learning in the higher education context were elaborated, so that teachers and students reassess their conceptions of musical perception and of Theory and Musical Perception, favoring the expansion of the learning potential of the student.