Brincadeiras sonoras na construção do eu-professor de música : um estudo de suas memórias lúdicas

Abstract

This dissertation has as main objective to understand the relationship of sound play performed in childhood and its influence on the formation of music teachers, and also: to identify sound games performed during childhood of music teachers who have graduated from the Music Degree course at the Federal University of Mato Grosso, and see what plays persist in their professional practice; understand the ways in which the experiences of playing during childhood have reflected in the teachers formation, and the perception of research participants about the importance of sound play in childhood for the formation of music teachers and other learnings. Therefore, the study begins with a narrative about herself, where the researcher profoundly examinates the presence of playing in his life story. After that, a theoretical foundation was made based on the concepts of play, ludic culture, sound play, traditional childhood music, ludic memory, and studies on the influence of the memory of playing on teacher education. Considering this goal, online narrative interviews were conducted with nine music teachers done by videoconference using free communication platforms: Hangouts, Skype, Zoom or WhatsApp. Those music teachers work with Early Childhood Education and / or Primary Years of Elementary Education in public and / or private Cuiabá’s schools, that is located in the state of Mato Grosso. From a qualitative approach, more specifically, a (auto) biographical research, the analysis of online narrative interviews allowed a contact with the life stories of the music teachers, learning from their ludic memories the way they built their “self teacher”. The result of data analysis revealed that the memories of sound games that mark childhood became references for the formation of the music teachers, because from their experiences they were able to relive the essence of playing with their students. In addition, the process of reflection on ludic memories can provide new opportunities of contact with play that were not experienced in childhood. Thus, it was understood that the contact with their inner child promotes in the teacher the resumption of the charm of play, in order to insert it in a more pleasant way in their classroom environment, building a ludic space of trust and learning, as well as, providing meaningful experiences to their students, from the perspective of their inner child and the fundamentals of childhood culture.