Leonardo Borne
Educador musical, pesquisador e flautista. É bacharel em música - Habilitação Composição pela Universidade Federal do Rio Grande do Sul, mestre em Educação - Educação Musical pelo PPG Educação da UFRGS, doutor em Música - Educação Musical pela Universidad Nacional Autónoma de México, e tem estudos em Musicoterapia pela Faculdades EST. Atuou e tem experiência profissional nas áreas de musicoterapia, educação infantil, educação especial e inclusão, experiência científica e profissional em desenvolvimento infantil, contextos não-formais, formação de professores e educação continuada, educação à distância e pedagogia universitária. Atualmente é Professor Assistente da Universidade Federal do Ceará (UFC - Campus Sobral), dedicando-se ao ensino, pesquisa e extensão nas áreas de educação musical, avaliação, teoria musical, percepção e solfejo, canto em grupo. Também se preocupa com os debates e a produção musical e educacional latinoamericana. Sua produção científica tem sido apresentada e publicada em diversos contextos regionais, nacionais e internacionais, destacando-se o FLADEM, a ISME, a ABEM e a ANPPOM. É lider do grupo de estudos e pesquisa MusA (Música e Ação), vinculado à UFC-Sobral, e membro do Grupo de Pesquisa em Educação Musical (EDUCAMUS), vinculado ao PPG em Educação da UFRGS, e do Seminario Permanente de Innovación Pedagógica, vinculado à FES-Acatlán da UNAM-México. É o representante do estado do Ceará na mesa diretora do Fladem-Brasil (gestão 2017-2019) e o presidente do comitê acadêmico do Formedem-México (gestão 2016-2018).
Address: DF, México
Address: DF, México
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Escritos Académicos
Abstract: This paper includes interviews carried out with four Latin-American music educators who, currently, areleaders in their contexts. It was aimed to provoke them to think critically about the reality we all live in LatinAmerica, and also give them a space to use their own voices to arise some of the problems faced by musiceducators.Keywords: Music Education. Latin America. Brazil. Colombia. Guatemala. México.
O presente trabalho apresenta resultados parciais de uma pesquisa longitudinal e contínua de acompanhamento de egressos. Busca responder a pergunta “como está a inserção no mercado de trabalho e qual a remuneração recebida dos egressos da Licenciatura em Música da (omitido)?”. É um trabalho de natureza metodológica interpretativa, que se apoia nas respostas dadas por nove participantes a um questionário online auto-administrado. Entre outros, os resultados mostram que, com a graduação finalizada, os participantes tiveram uma melhora na remuneração recebida e na formalização do trabalho. Por outro lado, não todos os egressos laboram com docência musical, e apesar de âmbitos formais, os contratos de trabalho ainda são por tempo determinado, o que não garante um continuidade no seu trabalho.Palavras-chave: Egressos. Mercado de trabalho. Remuneração. Educação Musical.
Abstract:This paper presents partial results of a longitudinal and continuous research about alumni follow up. It intends to answer the question “how is the job situation and how much are the earnings received by alumni from the music education program from (omitted)?”. It is an interpretative study, which is based on the answers given by nine participants to an online self-administered questionnaire. Among other, results show that, with graduation, participants had an increase of their earnings and an improvement in the formalization of their workplaces. On the other hand, not every alumni work teaching music, and, despite the formal context, the work contracts are still fixed termed. Keywords: Alumni. Jobs. Earnings. Music Education.
Resumen:
Este trabajo presenta los resultados parciales de una investigación longitudinal y contínua sobre el acompañamiento de egresados. Busca responder la pregunta “¿cómo está la inserción en el mercado laboral y cuál es la remuneración recibida por los egresados de la Licenciatura en Educación Musical de la (omitido)?”. Es un trabajo de naturaleza metodológica interpretativa, que se apoya en las respuestas dadas por nueve participantes a un cuestionário online autoadministrado. Entre otros, los resultados muestran que, con su titulación, los participantes tuvieron una mejora en la remuneración recibida y en la formalización laboral. Por otro lado, no todos los egresados laboran con la docencia musical, y a pesar de los ámbitos formales, los contratos de trabajo aún son por tiempo determinado, lo que no garantiza una continuidad laboral.Palabras clave: Egresados. Mercado Laboral. Remuneración. Educación Musical.
ABSTRACT Music therapy, as a field of studies, research and teaching, is continuously obtaining Brazilian visibility during the past years. One of the consequences of this visibility is the offer of undergraduate and specialization courses in this area. Nevertheless, within Brazilian legislation and academic research, there is rarely a discussion about the training of future professionals. In this reflection paper, based on the analysis of legal documents and legislation, we reflect on and provide theoretical insights about the creation of curricular programs in music therapy, focusing on undergraduate courses. After briefly discussing the contemporary Brazilian context and analyzing some existing curricula, we suggest that the curricular design should be built in three pillars: health sciences, human sciences and music. We also discuss, in a suggestive manner, issues around disciplinary courses, in the context of how the organization of contemporary university hardly ever allows the design and execution of an integrated and/or modular design. Finally, we make some suggestions to be taken into account when proposing a curricular design in music therapy.
El presente escrito se centra en las cuestiones sobre la evaluación en la educaciónmusical. Tiene como meta abordar y discutir algunos conceptos y pensamientossobre la evaluación, transitando entre tensiones clásicas y algunas tendenciascontemporáneas, como la justicia social. Se trata de una reflexión teórica realizadacon base en referencias tanto del campo de la evaluación educacional general comode la educación musical. Se han seleccionado algunos temas clave con el afán dealimentar la discusión, para nombrar algunos: los momentos en los cuales las prácticasevaluativas son llevadas a cabo, la dirección de la evaluación, los instrumentos demedición, y el uso de los resultados. Estos tópicos son tejidos transversalmente conotros temas como el currículo y los procesos de enseñanza-aprendizaje.
Palabras clave: evaluación, educación musical, enseñanza y aprendizaje.
(English)
This paper focuses on assessment in music education. It aims to discuss some concepts and thoughts about assessment, moving from some classic tensions to contemporary trends, such as social justice. The manuscript is a theoretical discussion based on references from the fields of general educational and music education. Different keystones subjects have been selected with the objective of feed backing the reflection, and some of them are the moments in which the assessment practices are carried out, the direction that it assumes, the measuring tools, and the use of the results. These topics are seamed together with other matters such as curriculum and teaching-learning process.
Keywords: assessment, music education, teaching and learning.
ABSTRACT This paper presents some results of a research about teachers' praxes in Brazilian higher education. We aim to comprehend the actors, as well as the social and individual dynamics involved in the processes within this context, based on the narratives from eight Brazilian music professors, each of whom gave a semi-structured interview. The main results show that in DEd the actors work in teams, working with and for an enormous quantity of students. In addition, we verified that the participants use their in-person practices as basis for DEd, at the same time as DEd modifies it, among other outcomes.
(English) Abstract: This paper has the aim of examining music theory courses within the official curricula of Brazilian undergraduate music courses, focusing on the states of Centro-Oeste region. The methodology adopted followed the documents analysis perspective, with an experimental nature, because this was my first attempt to get closer to the thematic in my doctoral thesis. After demographically verify the curricula, this manuscript analyzes the names and syllabus of each course. I verified that sight singing is conceived in three different ways: introductory, disciplinary and holistic. The holistic conception seems to be the more frequent one. Furthermore, I also noticed a trend of writing just one syllabus that is employed throughout all sight singing courses in the same institution, disregarding differences in training focus, but describing the contents that should be worked each academic term. The conclusions made can be used to improve discussion about the function and conception of sight singing in the design of the curriculum, especially in higher education levels.
education
practice of music teachers
working with people with disability
in Mexico
.
W
e conducted a multiple case and exploratory study,
using
semi
-
structured
interviews. This study was built and analyzed under the
theory of
Teacher
Work
(TARDIF; LESSARD, 2008), transposed to music education. Throughout the manuscript, we discuss
three main points about special music education: 1) building teacher experience, 2)
building
educational practice, and 3) the training received to teach in this context. Conceived as a whole, these
aspects may support the comprehension of this phenomenon and, consequently, may be used to
incorporate special music education in music teach
ers training.
XXXXXXXXXXXXXXXXXXXX
This paper focuses on the technologies used in music
education practices in Brazilian university contexts.
This is a part of a previous graduate research
and has as its center of attention the perception of
eight undergraduate music professors about their
choices, resources and uses of Learning Objects
(LO) and Learning Virtual Environments (LVE) in
online music courses. Carried through a study of
qualitative nature, which was sustained with the
Teachers’ Work theory (Tardif and Lessard, 2008),
I could verify: the ways the professors characterize
the LO, either from the technological and implementation
or the educational and pedagogical
dimension; and, about the LVE, the points of
reference which the participants detail it, from
the technological articulation characteristics or
the interaction among the actors involved. Also
throughout the article, I approach the Distance
Education in contexts of music education and its
consequences.
razones, éstas son vigentes y actuales. De esta manera, el presente estudio pretende conocer las representaciones sociales acerca de la calidad de la educación, construidas
por padres o responsables de estudiantes que frecuentan la escuela básica, en escuelas de Brasil y México. A través de un cuestionario, se obtuvo la formación de redes
semánticas a partir de cuatro palabras-generadoras: se encuestaron 87 padres de familia en México (n=53) y en Brasil (n=34). Con el apoyo de la teoría de las Representaciones
Sociales (Moscovici, 1979), se verificó que los padres de familia no tienen una visión clara de lo que es la calidad educativa, fragmentando su representación en aspectos como:
la institución escolar, los maestros, la inversión, los valores y las prácticas educativas llevadas a cabo en la escuela.
Palabras Clave: calidad de la educación; padres de familia; representación social; políticas públicas.
Abstract: This paper includes interviews carried out with four Latin-American music educators who, currently, areleaders in their contexts. It was aimed to provoke them to think critically about the reality we all live in LatinAmerica, and also give them a space to use their own voices to arise some of the problems faced by musiceducators.Keywords: Music Education. Latin America. Brazil. Colombia. Guatemala. México.
O presente trabalho apresenta resultados parciais de uma pesquisa longitudinal e contínua de acompanhamento de egressos. Busca responder a pergunta “como está a inserção no mercado de trabalho e qual a remuneração recebida dos egressos da Licenciatura em Música da (omitido)?”. É um trabalho de natureza metodológica interpretativa, que se apoia nas respostas dadas por nove participantes a um questionário online auto-administrado. Entre outros, os resultados mostram que, com a graduação finalizada, os participantes tiveram uma melhora na remuneração recebida e na formalização do trabalho. Por outro lado, não todos os egressos laboram com docência musical, e apesar de âmbitos formais, os contratos de trabalho ainda são por tempo determinado, o que não garante um continuidade no seu trabalho.Palavras-chave: Egressos. Mercado de trabalho. Remuneração. Educação Musical.
Abstract:This paper presents partial results of a longitudinal and continuous research about alumni follow up. It intends to answer the question “how is the job situation and how much are the earnings received by alumni from the music education program from (omitted)?”. It is an interpretative study, which is based on the answers given by nine participants to an online self-administered questionnaire. Among other, results show that, with graduation, participants had an increase of their earnings and an improvement in the formalization of their workplaces. On the other hand, not every alumni work teaching music, and, despite the formal context, the work contracts are still fixed termed. Keywords: Alumni. Jobs. Earnings. Music Education.
Resumen:
Este trabajo presenta los resultados parciales de una investigación longitudinal y contínua sobre el acompañamiento de egresados. Busca responder la pregunta “¿cómo está la inserción en el mercado laboral y cuál es la remuneración recibida por los egresados de la Licenciatura en Educación Musical de la (omitido)?”. Es un trabajo de naturaleza metodológica interpretativa, que se apoya en las respuestas dadas por nueve participantes a un cuestionário online autoadministrado. Entre otros, los resultados muestran que, con su titulación, los participantes tuvieron una mejora en la remuneración recibida y en la formalización laboral. Por otro lado, no todos los egresados laboran con la docencia musical, y a pesar de los ámbitos formales, los contratos de trabajo aún son por tiempo determinado, lo que no garantiza una continuidad laboral.Palabras clave: Egresados. Mercado Laboral. Remuneración. Educación Musical.
ABSTRACT Music therapy, as a field of studies, research and teaching, is continuously obtaining Brazilian visibility during the past years. One of the consequences of this visibility is the offer of undergraduate and specialization courses in this area. Nevertheless, within Brazilian legislation and academic research, there is rarely a discussion about the training of future professionals. In this reflection paper, based on the analysis of legal documents and legislation, we reflect on and provide theoretical insights about the creation of curricular programs in music therapy, focusing on undergraduate courses. After briefly discussing the contemporary Brazilian context and analyzing some existing curricula, we suggest that the curricular design should be built in three pillars: health sciences, human sciences and music. We also discuss, in a suggestive manner, issues around disciplinary courses, in the context of how the organization of contemporary university hardly ever allows the design and execution of an integrated and/or modular design. Finally, we make some suggestions to be taken into account when proposing a curricular design in music therapy.
El presente escrito se centra en las cuestiones sobre la evaluación en la educaciónmusical. Tiene como meta abordar y discutir algunos conceptos y pensamientossobre la evaluación, transitando entre tensiones clásicas y algunas tendenciascontemporáneas, como la justicia social. Se trata de una reflexión teórica realizadacon base en referencias tanto del campo de la evaluación educacional general comode la educación musical. Se han seleccionado algunos temas clave con el afán dealimentar la discusión, para nombrar algunos: los momentos en los cuales las prácticasevaluativas son llevadas a cabo, la dirección de la evaluación, los instrumentos demedición, y el uso de los resultados. Estos tópicos son tejidos transversalmente conotros temas como el currículo y los procesos de enseñanza-aprendizaje.
Palabras clave: evaluación, educación musical, enseñanza y aprendizaje.
(English)
This paper focuses on assessment in music education. It aims to discuss some concepts and thoughts about assessment, moving from some classic tensions to contemporary trends, such as social justice. The manuscript is a theoretical discussion based on references from the fields of general educational and music education. Different keystones subjects have been selected with the objective of feed backing the reflection, and some of them are the moments in which the assessment practices are carried out, the direction that it assumes, the measuring tools, and the use of the results. These topics are seamed together with other matters such as curriculum and teaching-learning process.
Keywords: assessment, music education, teaching and learning.
ABSTRACT This paper presents some results of a research about teachers' praxes in Brazilian higher education. We aim to comprehend the actors, as well as the social and individual dynamics involved in the processes within this context, based on the narratives from eight Brazilian music professors, each of whom gave a semi-structured interview. The main results show that in DEd the actors work in teams, working with and for an enormous quantity of students. In addition, we verified that the participants use their in-person practices as basis for DEd, at the same time as DEd modifies it, among other outcomes.
(English) Abstract: This paper has the aim of examining music theory courses within the official curricula of Brazilian undergraduate music courses, focusing on the states of Centro-Oeste region. The methodology adopted followed the documents analysis perspective, with an experimental nature, because this was my first attempt to get closer to the thematic in my doctoral thesis. After demographically verify the curricula, this manuscript analyzes the names and syllabus of each course. I verified that sight singing is conceived in three different ways: introductory, disciplinary and holistic. The holistic conception seems to be the more frequent one. Furthermore, I also noticed a trend of writing just one syllabus that is employed throughout all sight singing courses in the same institution, disregarding differences in training focus, but describing the contents that should be worked each academic term. The conclusions made can be used to improve discussion about the function and conception of sight singing in the design of the curriculum, especially in higher education levels.
education
practice of music teachers
working with people with disability
in Mexico
.
W
e conducted a multiple case and exploratory study,
using
semi
-
structured
interviews. This study was built and analyzed under the
theory of
Teacher
Work
(TARDIF; LESSARD, 2008), transposed to music education. Throughout the manuscript, we discuss
three main points about special music education: 1) building teacher experience, 2)
building
educational practice, and 3) the training received to teach in this context. Conceived as a whole, these
aspects may support the comprehension of this phenomenon and, consequently, may be used to
incorporate special music education in music teach
ers training.
XXXXXXXXXXXXXXXXXXXX
This paper focuses on the technologies used in music
education practices in Brazilian university contexts.
This is a part of a previous graduate research
and has as its center of attention the perception of
eight undergraduate music professors about their
choices, resources and uses of Learning Objects
(LO) and Learning Virtual Environments (LVE) in
online music courses. Carried through a study of
qualitative nature, which was sustained with the
Teachers’ Work theory (Tardif and Lessard, 2008),
I could verify: the ways the professors characterize
the LO, either from the technological and implementation
or the educational and pedagogical
dimension; and, about the LVE, the points of
reference which the participants detail it, from
the technological articulation characteristics or
the interaction among the actors involved. Also
throughout the article, I approach the Distance
Education in contexts of music education and its
consequences.
razones, éstas son vigentes y actuales. De esta manera, el presente estudio pretende conocer las representaciones sociales acerca de la calidad de la educación, construidas
por padres o responsables de estudiantes que frecuentan la escuela básica, en escuelas de Brasil y México. A través de un cuestionario, se obtuvo la formación de redes
semánticas a partir de cuatro palabras-generadoras: se encuestaron 87 padres de familia en México (n=53) y en Brasil (n=34). Con el apoyo de la teoría de las Representaciones
Sociales (Moscovici, 1979), se verificó que los padres de familia no tienen una visión clara de lo que es la calidad educativa, fragmentando su representación en aspectos como:
la institución escolar, los maestros, la inversión, los valores y las prácticas educativas llevadas a cabo en la escuela.
Palabras Clave: calidad de la educación; padres de familia; representación social; políticas públicas.
El N. 04 de la Revista Heptagrama está con su convocatoria abierta. Heptagrama es una revista gestionada por el estudiantado del PMDM-UNAM, sin embargo, su propuesta es que sea un espacio de diálogo académico-musical, por lo que extendemos la invitación a todos los estudiantes e investigadores del área de música y áreas correlatas.
La fecha límite para recepción de los manuscritos para el N. 4 es el 1er de julio de 2016.
Todas las propuestas y preguntas deberán ser enviadas al correo revistaheptagrama@gmail.com
Solicitamos que apoyen en la difusión de esta convocatoria. Mayores detalles en el archivo adjunto.
Atte,
Comité Editorial N. 4 y 5
Otros dos artículos abordan problemas de etnomusicología y de interpretación. El artículo de María José Alviar presenta una reflexión sobre los imaginarios sociales alrededor de un sistema de música tradicional del caribe colombiano. El artículo de Claudia Pacheco hace una revisión de la práctica instrumental de la música del siglo XIX en la actualidad. Se incluye además una conversación entre alumnos del posgrado y el Dr. Rubén López Cano —profesor de la ESMUC en Barcelona, frecuentemente invitado por la UNAM—en torno a un libro de su autoría recientemente publicado, sobre la investigación artística en música.
Después de un largo periodo y grandes esfuerzos, la revista Heptagrama vuelve a ser reactivada –dicho esfuerzo nos ha llevado también a renovar su formato–. El objetivo es generar un espacio de difusión, diálogo y reflexión en torno a las investigaciones musicales, que promueva y motive el involucramiento de estudiantes, académicos y comunidad musical y de la FaM-UNAM.