Ensino coletivo de flauta doce no ensino fundamental 2 em escola pública de tempo integral em Manaus

Abstract

This work deals with the collective teaching recorder in elementary school two in full-time public school in Manaus. Its general objective is to reflect on the collective teaching of recorder in the classes of Art of elementary school two in full-time public school in Manaus. Its specific objectives: a) to identify and correlate the concepts of integral education, full-time education, and collective teaching of musical instruments; b) describe the educational processes of collective teaching of flute in full-time art classes; and c) to analyze the effectiveness and effectiveness of the collective teaching of flute in art classes in full-time school. As a methodology, it is structured in three phases, the first being bibliographic research with a review of the Brazilian literature on the themes of full-time education, integral education, and collective teaching of musical instruments. The second phase is built around an action research, in which a focus group composed of 6th graders underwent an initiation in the recorder during their art curricular classes, having been recorded the development of these students through individual observation forms, interviews through structured questionnaires, records of classes in photography and video, with protection of their identities, through a Free and Informed Consent Form, signed by their parents, as well as interviews with the school pedagogue and the vice principal. The third phase consists of the analysis of the collected data and the final writing of the work. As results, it is understood that: there is convergence in the concepts of full-time school and integral education aiming at the full development of the individual; that Collective Education of Musical Instrument (ECIM) is a more precise expression than Collective Education; that a new concept could be synthesized from the definitions of different researchers dealing with ECIM; whereas ECIM is a methodology for teaching music fully applicable to the context of basic education, whether on the full day or in the part-time journey; that the creation of a specific method for ECIM in art classes in basic education is necessary, aiming at better use of its didactic potential (which may be the subject of further research); that the recorder classes through ECIM in art classes in a full-time public school were effective (could be actually performed) and effective (resulted in learning the musical instrument). It is concluded that, despite the expansion of the network of full-time state schools in the Amazon, not all have the adequate infrastructure to the de-mands of a full education, given the multidimensionality of the individual. Despite this, the ECIM could be effective and effective, even in an environment inadequate to music classes, contributing to the full development of 6th graders, and the analyses and results of this work can echo in other educational contexts inside and outside the Amazon and enrich the Amazonian and Brazilian academic literature on this subject.