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Advisor(s)
Abstract(s)
Com este estudo -“A música e a inserção social de jovens em risco” – pretendemos verificar como a música forma de expressão/comunicação e contexto de ensino/aprendizagem – pode ajudar os jovens a enfrentarem e ultrapassarem as dificuldades e barreiras escolares que os conduzem a situações de exclusão social. Tenta-se perceber como os contextos de aprendizagem ‘não formal’ – através da expressão artística – favorecem e potenciam a aquisição de competências pessoais e sociais, que se traduzem em competências de cidadania para a inserção. Para tal, optámos por observar o ensino da música e escolhemos o primeiro grupo que se formou a partir do projeto da Orquestra Geração, na Escola Miguel Torga, concelho da Amadora, por ter já alguns anos de existência e um percurso de aprendizagens realizado.
Percebemos desde logo que o estudo deste projeto iria levar-nos ao aprofundamento de diferentes áreas teóricas: se por um lado partimos para o estudo colocando a música no centro da intervenção, logo percebemos que se iriam alargar as áreas, pois a orquestra, ao estar inserida num ambiente de escola, fez-nos optar por aprofundar a questão da intervenção pela educação, usando estímulos que se situam fora do ambiente de sala de aula. Por outro lado, ao observar que este projeto se organiza como fruto de parcerias institucionais e organizacionais, este fato, fez-nos colocar a tónica, também, na intervenção em rede, bem como na iteração dos atores a nível territorial.
Trata-se de uma pesquisa-exploratória, focalizada num estudo de caso, que seguiu uma abordagem indutiva e compreensiva. Partimos da realidade observada, isto é, dos significados e sentidos atribuídos pelos atores às suas experiências e vivências – quinze primeiros alunos a participarem no projeto OGMT –, para os traduzir em conceitos que nos permitissem perceber a relação entre fatores vivenciais e contextuais. A nossa observação centra-se nos testemunhos dos jovens alunos/músicos, para daí deduzirmos como os contextos emocionais e motivacionais interferem nos processos de ensino/aprendizagem.
As conclusões retiradas levam-nos a afirmar que a realidade recriada pela Orquestra Geração tem vindo a alterar os percursos de vida dos jovens que nela participam. Podemos inferir que a força do projeto se encontra, por um lado, no empoderamento dos próprios jovens, a partir da relação entre formador e formando e, por outro, nas redes que se geram entre os diferentes intervenientes do projeto, proporcionando novas oportunidades de acesso a recursos e novos capitais sociais.
Algumas questões/interpelações são deixadas numa linha de procura para melhorar cada vez mais a intervenção nestes campos de ação, do ensino de competências para a cidadania e o acesso a direitos sociais.
Considera-se que esta é uma questão onde se situam os quadros teóricos do Serviço Social, como complementares de um “olhar transdisciplinar” que se constrói no terreno, ao situar-se na vivência dos próprios atores-utilizadores para encontrar os conceitos estruturantes, modeladores de uma nova inteligibilidade das práticas.
With this study - "Music and social inclusion of youth at risk"– we want to see how music – a form of expression/communication and context of teaching / learning can help young people cope with and overcome the difficulties and school barriers that lead to social exclusion. We try to understand how 'non-formal' learning contexts' – through artistic expression – favor and enhance the acquisition of personal and social skills, which translate into citizenship skills for insertion. For this, we chose to observe the teaching of music and chose the first group who graduated from the Design Orchestra Generation, in School Miguel Torga, Amadora, as they have already some years of existence and a journey of learning achieved. We could easily realize that the study of this project would take us to the deepening of different theoretical areas: on the one hand if we set out to the study placing music at the center of the intervention, we soon realized that the areas would expand because the orchestra, on being inserted in a school environment, made us decide to look into the intervention by education, using stimuli that fall outside the classroom environment. Moreover, noting that this project is organized as a result of institutional and organizational partnerships, this fact has made us focus also on the network intervention, as well as the iteration of the actors at the territorial level. This is an exploratory research, focused on a case study, which followed an inductive approach and understanding. We start from the observed reality, ie, the meaning and significance attributed by actors to their experiences and life - fifteen students participating in the project OGMT – to translate them into concepts that might allow us to perceive the relationship between contextual and experiential factors. Our observation focuses on the testimonies of young students/musicians, hence to deduce how the emotional and motivational contexts interfere in the processes of teaching/learning. The conclusions drawn lead us to affirm that the reality recreated by Orchestra Generation has been changing the life trajectories of young people who participate in it. We can infer that the strength of the project lies, on the one hand, in the empowerment of young people themselves, based on the relationship between trainer and trainee, and secondly, the networks that are generated between the various stakeholders in the project, providing new opportunities to new resources and new social capitals. Some questions/interpellations are left in a way of looking to improve more and more intervention in these fields of action, of teaching skills for citizenship and access to social rights. It is considered that this is an issue where there are the theoretical frameworks of Social Work, as an additional "disciplinary gaze" that is built on the ground, to be in the experience of the actors-users themselves to find the structural concepts, modelers of a new intelligibility of practice.
With this study - "Music and social inclusion of youth at risk"– we want to see how music – a form of expression/communication and context of teaching / learning can help young people cope with and overcome the difficulties and school barriers that lead to social exclusion. We try to understand how 'non-formal' learning contexts' – through artistic expression – favor and enhance the acquisition of personal and social skills, which translate into citizenship skills for insertion. For this, we chose to observe the teaching of music and chose the first group who graduated from the Design Orchestra Generation, in School Miguel Torga, Amadora, as they have already some years of existence and a journey of learning achieved. We could easily realize that the study of this project would take us to the deepening of different theoretical areas: on the one hand if we set out to the study placing music at the center of the intervention, we soon realized that the areas would expand because the orchestra, on being inserted in a school environment, made us decide to look into the intervention by education, using stimuli that fall outside the classroom environment. Moreover, noting that this project is organized as a result of institutional and organizational partnerships, this fact has made us focus also on the network intervention, as well as the iteration of the actors at the territorial level. This is an exploratory research, focused on a case study, which followed an inductive approach and understanding. We start from the observed reality, ie, the meaning and significance attributed by actors to their experiences and life - fifteen students participating in the project OGMT – to translate them into concepts that might allow us to perceive the relationship between contextual and experiential factors. Our observation focuses on the testimonies of young students/musicians, hence to deduce how the emotional and motivational contexts interfere in the processes of teaching/learning. The conclusions drawn lead us to affirm that the reality recreated by Orchestra Generation has been changing the life trajectories of young people who participate in it. We can infer that the strength of the project lies, on the one hand, in the empowerment of young people themselves, based on the relationship between trainer and trainee, and secondly, the networks that are generated between the various stakeholders in the project, providing new opportunities to new resources and new social capitals. Some questions/interpellations are left in a way of looking to improve more and more intervention in these fields of action, of teaching skills for citizenship and access to social rights. It is considered that this is an issue where there are the theoretical frameworks of Social Work, as an additional "disciplinary gaze" that is built on the ground, to be in the experience of the actors-users themselves to find the structural concepts, modelers of a new intelligibility of practice.
Description
Keywords
Inserção social Orquestra geração Educação não formal Música Trabalho em redes Redes de relação Empowerment Social inclusion Orchestra generation Non-formal education Music Work on networks Relationship networks