Ensino coletivo de violino à luz da pedagogia diferenciada : concepções teóricas e práticas a partir do curso de extensão da UFPB

Abstract

Historically, Group Teaching of Musical Instrument (GTMI) has been practiced in Brazil based on the simultaneous approach of teaching, which consists in leveling content and activities through a common denominator. Thus, the group is understood as a single organism that develops basically at the same pace through simultaneous activities carried out by the students. However, a literature review over the last decade on GTMI in Brazil and Portugal has shown that this methodology can have different teaching approaches other than the conventional simultaneous approach. This means that, in the practical context, GTMI methodology can also use non-simultaneous teaching approaches. These approaches are related to the fields of Pedagogy and Music Education considering the different contexts in which GTMI is presented. From this perspective, the concept of Differentiated Pedagogy contributes to this research through a teaching concept which takes into account the student's individuality, even when immersed in a group teaching context. This new concept has been studied in Portugal and has shown positive results in improving students' comprehensive education. The main question of this research is: What relationships can we establish between the group violin teaching practices of the UFPB extension course in music: Children's musicalization through the violin and viola and the principles of Differentiated Pedagogy? The goals of this research are: 1) To review the current naming related to the pedagogical practices of GTMI; 2) To identify the activities with simultaneous and non-simultaneous approaches of teaching used at the extension course; 3) Correlate the non-simultaneous approaches with the concept of Differentiated Pedagogy. To carry out this research, we propose a case study with a qualitative approach of the music extension project of the Department of Music - DEMUS/UFPB, entitled: Children's musicalization through the violin and viola. As a form of data collection, the non-participant observation stage was carried out through classes and then the full participant observation stage, in addition to the semi-structured interview with the project teacher. As a result of the analysis, it was possible to identify the use of non-simultaneous approaches in alternation to the simultaneous teaching approach, and thus relate possible characteristics of Differentiated Pedagogy. The conclusion of this research was that the difference in the students' learning pace was noticeable from the very first semester of classes, mainly due to concentration and motor development, which is why the ideal for group teaching is a balance between two parameters, the individual and the group. Finally, the application of the principles of Differentiated Pedagogy in GTMI is immersed in a positive context of innovation, of expanding the frontiers of knowledge in such a way as to move us forward empirically and conceptually.