Entre altos e baixos: o uso da voz no ambiente escolar
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2021-02-25
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O espaço educativo escolar formal é um ambiente que sintetiza a totalidade das experiências humanas nas dimensões sensorial, intelectual, social, cultural e criativa, onde uma variedade de sons se faz presente e compõe o que é chamado por Schafer (2001) de Paisagem Sonora. A luz de estudos sobre os distúrbios e doenças ocupacionais, o ambiente sonoro escolar e as implicações da exposição excessiva á ruídos discutidos, principalmente, por Suter (1991), Barros e Jardim (2012) e Baião e Cunha (2013), a presente pesquisa traz relatos de 10 professores atuantes na rede pública de Guarulhos. Os professores selecionados lecionam em diferentes escolas, períodos e níveis de ensino, e responderam um questionário acerca de suas percepções dos sons produzidos dentro da escola e como estes sons afetam e/ou interferem em sua saúde vocal e relacionamentos em sala, dando ênfase às suas narrativas autobiográficas. A pesquisa foi fundamentada nos referenciais metodológicos de Thiollent (2012, 2013) sob as práticas de pesquisa-ação (que visa uma intervenção participativa na realidade social dos envolvidos na pesquisa) e Passeggi, Nascimento e Oliveira (2016), que enfatizam as narrativas autobibliográficas como fonte privilegiada de informações em pesquisas qualitativas sobre educação. Para além disso, os professores descreveram como têm se relacionado com o novo formato de aulas que ocorrem remotamente (por decorrência da situação pandêmica – Covid-19) e se foram percebidas diferenças em relação à utilização e saúde de suas vozes entre as modalidades. Ao sistematizar e refletir sobre as informações coletadas, é possível verificar o quanto a interferência dos ruídos (produzidos dentro e fora da unidade escolar) causa desconforto e prejudica a comunicação e a saúde vocal dos envolvidos.
Between louds and lows: The use of the voice in the school environment The social formal system of education area is an environment which synthesizes the totality of the human experiences over the sensorial, intellectual, social, cultural and creative dimensions, and where a variety of sounds take place and compose what is called by Schafer (2001) as Soundscape. Under the light of studies about occupational dysfunctions and diseases, the school sound environment and the implications of the excessive exposition to noises discussed, mainly, by Suter (1991), Barros and Jardim (2012) and Baião and Cunha (2013), the present research brings reports from 10 teachers who work in the public school system in Guarulhos. The teachers who were selected teach in different schools, periods of the day and levels of education, and they answered a questionnaire about their perceptions on the sounds produced inside the school and how these sound effect and/or interfere in their voice health and relationships in the classroom, emphasizing their own autobiographical narratives. This research was underpinned on Thiollent (2012, 2013) methodological references, under practice of Research-Action-Participant method (which aims a participative intervention in the involved people’s social reality) and on Passeggi, Nascimento and Oliveira (2016), who emphasize the autobiographical narratives as a privileged source of information in qualitative researches about education. Additionally, the teachers have described the way they have related to the new classes format, which have been occurring remotely (because of the pandemic situation – Covid 19) and if they have realized any differences in relation to the use and health of their voices between the modalities. By systematizing and reflecting on the pieces of information which were collected, it is possible to verify how much unease, conversation harms and damage on the speaker’s voice the interference of the noises (produced inside and outside the school building) may cause.
Between louds and lows: The use of the voice in the school environment The social formal system of education area is an environment which synthesizes the totality of the human experiences over the sensorial, intellectual, social, cultural and creative dimensions, and where a variety of sounds take place and compose what is called by Schafer (2001) as Soundscape. Under the light of studies about occupational dysfunctions and diseases, the school sound environment and the implications of the excessive exposition to noises discussed, mainly, by Suter (1991), Barros and Jardim (2012) and Baião and Cunha (2013), the present research brings reports from 10 teachers who work in the public school system in Guarulhos. The teachers who were selected teach in different schools, periods of the day and levels of education, and they answered a questionnaire about their perceptions on the sounds produced inside the school and how these sound effect and/or interfere in their voice health and relationships in the classroom, emphasizing their own autobiographical narratives. This research was underpinned on Thiollent (2012, 2013) methodological references, under practice of Research-Action-Participant method (which aims a participative intervention in the involved people’s social reality) and on Passeggi, Nascimento and Oliveira (2016), who emphasize the autobiographical narratives as a privileged source of information in qualitative researches about education. Additionally, the teachers have described the way they have related to the new classes format, which have been occurring remotely (because of the pandemic situation – Covid 19) and if they have realized any differences in relation to the use and health of their voices between the modalities. By systematizing and reflecting on the pieces of information which were collected, it is possible to verify how much unease, conversation harms and damage on the speaker’s voice the interference of the noises (produced inside and outside the school building) may cause.
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SILVA, Kimberly T. A. Entre Altos e Baixos: O uso da voz no ambiente escolar