Pesquisa com estudantes e professores de flauta doce em escolas públicas do Rio de Janeiro (RJ)
considerações sobre os percursos metodológicos e desafios enfrentados
Palabras clave:
Educação musical, habilidades socioemocionais, Flauta doce, Desenvolvimento Positivo da Juventude, Escola públicaResumen
Este artigo apresenta os caminhos metodológicos e os desafios enfrentados no desenvolvimento de uma pesquisa que avaliou o impacto do ensino da flauta doce no desenvolvimento de competências socioemocionais em estudantes da rede pública de ensino da cidade do Rio de Janeiro. A investigação foi realizada a partir de uma parceria entre a Fundação Y e a Universidade Federal do Rio de Janeiro, tendo como foco turmas de música conduzidas por professores formados na metodologia X, voltada ao ensino de música por meio da flauta doce. Com base em abordagens do Desenvolvimento Positivo da Juventude (DPJ), a pesquisa envolveu estudantes entre 8 e 15 anos, seus professores, seus pais ou responsáveis, adotando instrumentos de autorrelato e heterorrelato. Neste texto, destacamos especialmente o processo de construção colaborativa da pesquisa, as visitas às escolas participantes e as dificuldades logísticas e sociais enfrentadas, refletindo sobre a prática investigativa em contextos educacionais desafiadores.
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