<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142017000200335</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v17n2.p335-352</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REPRESENTAÇÕES SOCIAIS DA AULA DE MÚSICA NO NONO ANO DO ENSINO FUNDAMENTAL: FRUIÇÃO E APRENDIZAGEM]]></article-title>
<article-title xml:lang="en"><![CDATA[SOCIAL REPRESENTATIONS OF THE MUSIC LESSON IN THE 9TH YEAR OF ELEMENTARY SCHOOL: ENJOYMENT AND LEARNING]]></article-title>
<article-title xml:lang="es"><![CDATA[LAS REPRESENTACIONES SOCIALES EN LA CLASE DE MÚSICA DEL NOVENO AÑO DE LA ENSEÑANZA PRIMARIA: PLACER Y APRENDIZAJE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rauski]]></surname>
<given-names><![CDATA[Rafael Dalalíbera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosso]]></surname>
<given-names><![CDATA[Ademir José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>335</fpage>
<lpage>352</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142017000200335&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142017000200335&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142017000200335&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo &#233; um recorte da disserta&#231;&#227;o intitulada &#8220;Representa&#231;&#245;es sociais sobre m&#250;sica, estilos musicais e aula de m&#250;sica por alunos concluintes do ensino fundamental&#8221; (RAUSKI, 2015) e visa discutir as representa&#231;&#245;es sociais (RS) de alunos do 9&#176; ano do ensino fundamental sobre a aula de m&#250;sica. A pesquisa foi realizada em tr&#234;s escolas p&#250;blicas e em tr&#234;s escolas particulares do munic&#237;pio de Ponta Grossa - PR e regi&#227;o, e teve como aporte te&#243;rico a Teoria das Representa&#231;&#245;es Sociais, segundo Moscovici e colaboradores. A coleta das informa&#231;&#245;es foi realizada mediante question&#225;rios (N = 233), e a an&#225;lise dos dados contou com o aux&#237;lio dos softwares ALCESTE e SPSS, al&#233;m da an&#225;lise de conte&#250;do. A aula de m&#250;sica &#233; representada pelos alunos como menos importante frente &#224;s disciplinas escolares e deveria ter como elementos centrais a divers&#227;o e as pr&#225;ticas musicais, e atender aos estilos musicais preferidos. Essa RS e a expectativa dos adolescentes distanciam-se da aula de m&#250;sica, que segue modelos &#8220;conservatoriais&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article is based on the dissertation titled: &#8220;Social representations of music, music styles and the music lesson for students finishing elementary school&#8221; (RAUSKI, 2015) and aims to discuss social representations (SR) of the music lesson among 9th year elementary school students. The research was carried out in three public schools and three private schools in the city of Ponta Grossa - PR and the surrounding region, and drew theoretical support from the Theory of Social Representations, according to Moscovici et al. Data were collection through questionnaires (N=233), and analyzed using the software programs ALCESTE and SPSS, as well as content analysis. The music class is represented by the students as less important than to other school subjects, and its central elements should be fun and musical practices, catering for the students&#8217; different musical tastes. This SR, and the adolescents&#8217; expectations, are far removed from the actual music lessons, which still follow the &#8220;conservatorial&#8221; models.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo es un recorte de la disertaci&#243;n intitulada &#8220;Representaciones sociales sobre m&#250;sica, estilos musicales y clase de m&#250;sica por alumnos que est&#225;n terminando la ense&#241;anza primaria&#8221; (RAUSKI, 2015) y trata de discutir las representaciones sociales (RS) de alumnos del 9&#176; a&#241;o de la ense&#241;anza fundamental sobre la clase de m&#250;sica. El estudio fue realizado en tres escuelas p&#250;blicas y en tres escuelas privadas de la municipalidad de Ponta Grossa - PR y regi&#243;n, y tuvo como aporte te&#243;rico la Teor&#237;a de las Representaciones Sociales, seg&#250;n Moscovici y colaboradores. La recolecci&#243;n de las informaciones se realiz&#243; mediante cuestionarios (N = 233), y el an&#225;lisis de los datos cont&#243; con la ayuda de los softwares ALCESTE y SPSS, adem&#225;s del an&#225;lisis de contenido. La clase de m&#250;sica es representada por los alumnos como menos importante frente a las asignaturas escolares y deber&#237;a tener como elementos centrales la diversi&#243;n y las pr&#225;cticas musicales, y atender a los estilos musicales preferidos. Esta RS y la expectativa de los j&#243;venes se distancian de la clase de m&#250;sica que sigue modelos &#8220;conservatoriales&#8221;.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Aula de música]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental.]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="en"><![CDATA[Music Lesson]]></kwd>
<kwd lng="en"><![CDATA[Elementary School.]]></kwd>
<kwd lng="es"><![CDATA[Representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[Clase de música]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza fundamental.]]></kwd>
</kwd-group>
</article-meta>
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