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Issn: 2359-0289 ISSN: 2359-0289 LETRAMENTO MUSICAL E SUAS REPERCUSSÕES NOS PROCESSOS DE ALFABETIZAÇÃO INFANTIL ESCOLAR BORGES, Douglas Guimarães. Letramento musical e suas repercussões nos processos de alfabetização infantil escolar. Mestrado em Educação – Universidade do Estado do Pará, Belém, 2014. e-mail: [email protected] Orientadora: Profª. Drª. Maria do Perpétuo Socorro Cardoso e Silva Resumo: A presente proposta de pesquisa, com abordagem de cunho qualitativo, tem como foco de estudo a relação dialética entre diferentes áreas do conhecimento inseridas na educação infantil. O objetivo geral é investigar a interferência do Letramento Musical sobre a qualidade da alfabetização, para tanto, alguns objetivos específicos servirão como pilares epistemológicos, como identificar duas escolas regulares da rede pública de Belém – PA com realidades distintas: uma contando com o Ensino da Música estruturado e outra sem tal recurso; analisar a aplicação do Letramento Musical na instituição que dele dispõe (recursos materiais, professores e processos de avaliação); aplicar questionário de cunho qualitativo aos professores responsáveis pela alfabetização nas duas instituições; avaliar a produção e a interpretação textual de cinco alunos de cada instituição. As questões norteadoras que guiarão nossas ações investigativas são: Quais as principais diferenças estruturais entre uma instituição de ensino regular que dispõe do Letramento Musical inserido em sua grade curricular e outra que não conta com tal implementação? Como se dá a aplicação da Educação Musical em uma instituição de ensino regular de Belém – PA? Qual a avaliação, por parte dos professores responsáveis pela alfabetização, sobre a qualidade de interpretação textual de seus alunos? Quais as diferenças entre o nível de compreensão textual entre alunos que possuem Letramento Musical e aqueles que não contam com tal aprendizado? A partir do método de procedimento comparativo, pretendemos diagnosticar se (e de que maneira) o Letramento Musical pode influenciar a qualidade do Letramento Alfabético infantil. PALAVRAS-CHAVE: Letramento musical. Interpretação textual. Educação cooperativa. Significação textual. Abstract: KEYWORDS: Musical Literacy. Textual interpretation. Cooperative education. Textual meaning. Introdução Entendemos o processo de alfabetização como a decodificação da linguagem escrita, a significação para o ordenamento lógico dos sinais gráficos de um determinado idioma. Já o termo letramento refere-se a algo mais abrangente e complexo, como um conjunto de diversas habilidades psíquicas, intelectuais, cognitivas, sociais e culturais, as quais permitem ao indivíduo uma compreensão apurada diante do conhecimento apresentado ou simplesmente do “objeto” de observação de acordo com o contexto, instrumentalizando-o para possíveis tomadas de decisão. Em outras palavras, o indivíduo meramente alfabetizado apenas organiza um escrito, sem maiores investigações de seu real sentido. Por outro lado, qualquer observador que se utilize de determinado tipo de letramento é capaz de interpretar uma determinada realidade, (co) relacionando-a, inclusive, a outros elementos que não se façam tão explícitos. O Ensino da Música, por conter uma série de elementos tanto sensoriais quanto técnico/científicos, está inserido em uma dimensão de combinação entre diferentes saberes. O raciocínio lógico para a compreensão de divisões rítmicas, a sensibilidade estética para a concatenação harmônica e a coordenação motora fina para o domínio de determinado instrumento, são apenas alguns exemplos de áreas cognitivas desenvolvidas por meio da arte dos sons. Portanto, enquanto uma combinação de conhecimentos objetivos, intuitivos, dialéticos e cooperativos, podemos reconhecer a aprendizagem desta nuance artística como Letramento Musical. Em uma análise diagnóstica e buscando o entendimento de como o Ensino da Música pode influenciar os resultados do processo de alfabetização infantil escolar, o intuito do trabalho em questão é investigar de que forma (e em que nível) o Letramento Musical pode apresentar uma relação direta com o Letramento Alfabético, ou seja, a capacidade de interpretação textual provida de autonomia, de real apropriação das palavras e seus significados. Área de Interesse Educação Infantil. Temática Letramento musical Formulação do Problema A partir da observação de que os programas direcionados às séries iniciais devem primar pela qualidade da alfabetização brasileira, quais as possíveis implicações dialéticas do Letramento Musical sobre estratégias didáticas que primem pela alfabetização global, dotada de instrumentos de compreensão textual e que desenvolva a cognição além do mero ordenamento de códigos letrários? Contextualização do Objeto de Estudo A motivação para a presente proposta de pesquisa surgiu a partir da análise de diversos tipos de combinação entre letramentos, os quais são fundamentais para atender às demandas de novos fenômenos sociais e, consequentemente, educacionais. De acordo com Botelho e Leite (2011): [...] entende-se que os letramentos múltiplos não só devem ser levados em conta, mas também necessitam ser trabalhados na escola, tanto os valorizados como também os não valorizados, assim como os locais e os globais. (BOTELHO; LEITE, 2011, p. 11). Neste aspecto, o trabalho em questão pretende analisar a possibilidade de interferência existente entre os letramentos musical e alfabético, no sentido da diagnose resultante de sua (co) relação para o aprendizado da linguagem escrita por parte de crianças em fase de alfabetização. A combinação entre música e alfabetização apresenta-se como um caminho viável de pesquisa, uma vez que congrega a apropriação de diferentes códigos (verbais e não verbais) com a mesma finalidade: a comunicação. Portanto, destacamos como Objeto de Estudo da presente proposta de pesquisa a Análise Qualitativa da Alfabetização Desenvolvida em Combinação com o Letramento Musical na Educação Regular de Belém-PA. Justificativa As investigações científicas acerca de processos educacionais não podem desconsiderar a conexão necessária entre diferentes áreas do conhecimento para o desenvolvimento humano. Barton (1998, p. 9) é enfático ao defender a existência paralela de vários tipos de letramentos. Ao discutir as concepções desse autor, Xavier (2007) esclarece ainda que: O autor lembra que os tipos de letramentos mudam porque são situados na história e acompanham a mudança de cada contexto tecnológico, social, político, econômico ou cultural em uma dada sociedade. Além disso, os letramentos são modificados também pelas instituições sociais, cujas regras e valores estabelecem uma relação de luta pelo poder que, por sua vez, persuade sutilmente ou “convence” pela força uma comunidade inteira a aprender o tipo de letramento que lhe é apresentado como oficial, logo, que deve ser obrigatoriamente assimilado. (XAVIER, 2007, p.4). Portanto, partindo dessa concepção de “Letramentos Múltiplos” (Botelho e Leite, 2011), podemos confirmar a existência (ou pelo menos a tentativa de inserção) do Letramento Musical nas instituições de ensino brasileiras. Entretanto, como a implementação da Lei 11.769/2008 ainda é recente (desde 2012), fatalmente algumas lacunas ainda são constatadas no Ensino da Música praticado na escolarização regular, das quais destacamos três: a) A legislação não prevê a música como disciplina independente, mas como conteúdo da disciplina “Artes”. Isso implica na oscilação de sua carga horária; b) Não há a exigência da especialidade do professor. Ou seja, sem o embasamento adequado por parte do educador, os conteúdos podem ser transmitidos de maneira superficial, equivocada ou incompleta; c) A maioria das instituições (principalmente públicas) não possuem os recursos necessários como instrumentos, equipamentos de áudio ou salas especiais. Tais lacunas indicam que o Ensino da Música, apesar de determinação legal, ainda não é uma realidade que atenda com plenitude a todo o sistema educacional. Neste sentido, a relevância da presente proposta de pesquisa está na necessidade de comparação, do ponto de vista qualitativo, entre os alfabetizandos que tiveram (ou têm) acesso ao Letramento Musical e aqueles excluídos ou inseridos de maneira superficial nesse processo. Pretendemos esclarecer “se”, “como” e até “em que nível” o Ensino da Música interfere no Letramento Alfabético, uma vez que, de acordo com Lemos (2010, p. 117), as virtudes da música no “desenvolvimento integral da sensibilidade e da criatividade do indivíduo, na canalização de sua afetividade, no favorecimento de sua autoestima e na integração do grupo já não são mais a comprovar”. Fundamentação Teórica Nossas bases argumentativas partem do pressuposto de que o processo de alfabetização, isolado, não prepara o individuo para usufruir dos benefícios plenos que a linguagem escrita pode proporcionar para o convívio em sociedade, como afirma Xavier (2007): Em outras palavras, o sujeito alfabetizado ainda não experimentou os totais benefícios que as práticas socioculturais lhe podem trazer, tais como: a) entender textos mais sofisticados, que exigem uma compreensão mais profunda cujos enunciados contam com informações implícitas, pressupostas ou subentendidas; b) elaborar com frequência relatórios detalhados de trabalho; c) escrever textos argumentativos que defendam seu ponto de vista de modo claro e persuasivo; d) descrever com precisão e sutileza pessoas e ambientes vistos ou imaginados por ele, entre outros usos mais complexos que podem ser feitos com a escrita. (XAVIER, 2007, p. 2). Por
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