A importância da música na sociedade: um estudo da representação social sobre “música” dos alunos do projeto “tocando em frente”
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Data
2020-12-15
Autores
Almeida, Fernanda Sampaio de
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Universidade Federal do Espírito Santo
Resumo
This research aimed to investigate the Social Representation of “music” among the participants of the music project “Tocando em Frente”, from the city of Cachoeiro de Itapemirim, ES. Seeking to analyze the educational potential of the project, which brings music as a core of the formation of the subject, the model of non-formal education and the objectives of the project within the performance in the Third sector. The assumptions of Penna (2008), Souza (2000), Kleber (2008), were evidenced in the theoretical construction of the research together with the concept of non-formal education developed by Gohn (2009). The research is characterized as qualitative of exploratory character, bringing as a theoretical methodological reference the Theory of Social Representation according to Moscovici (2009), through the structural approach according to Abric. Data collection was performed using a semi-structured questionnaire according to Abric. For data treatment, free access computer tools were used to assist in the construction of the possible Central Nucleus of Social Representation of the research participants. To complement the discussion of the Social Representation of the subjects, Content Analysis was used, according to Bardin (2016). In view of the results, the possible Central Nucleus of Social Representation was identified through the analysis of the Quadrant de Vergès and the Similitude Analysis, with the terms “love”, “learning” and “persistence”. The discussion of terms was related to the theoretical construction of what had been outside considering the educational potential of the project with the formative triad: music as the core of the subject's formation, the non-formal education model and the project’s objectives within the performance in the Third sector. The Content Analysis categories were related to the social objectives of the project, which helped to indicate the term “learning” as the most relevant to the group’s Social Representation. In view of the results, the final considerations point to the need for evaluation in relation to the objectives of social projects considering the subjects and the reflection on how these projects can become an alibi to the obligations of the State and neoliberal discourses.
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Representação Social , Projetos sociais , Educação musical