Repertório de práticas artístico/musicais para o ensino de música no Ensino Médio

Abstract

The present dissertation in the line of research, “Processes of teaching, learning and creation in Arts”, emerges from the need to develop field research, of a qualitative nature based on the intervention of the teacher in the classroom, in which he examines the possible articulations between sociocultural ambience and students' musical learning, in order to verify how these students in full-time high school learn music content in the 1st Series, and how they can build their learning based on their musical experiences, (something concrete/ palpable) and with broader contact (with different musical cultures) encouraged by the teacher. The theoretical framework is based on Dewey's theoretical propositions and Swanwick and Schafer's methodological assertions. The researcher's objective is to build a repertoire of artistic/musical practices, which especially adds music content to the cultural experiences of students in high school. The specific objectives are: a) Propose teaching planning for teaching the Art/Music curricular component to students in the 1st Series of High School with a description of proposals for the most relevant methodological procedures in the appropriation of the arts (musical language); b) Experiment with artistic/musical practices in interaction with 1st Grade High School students; c) Produce a booklet with a repertoire of musical practices for teaching Arts/Music based on the students' sociocultural environment. The methodology used will be participatory field research. The research participants will be: The researcher himself - Art/music teacher and students enrolled in the first year of full high school, at a public school in the State Education network in the city of Belém. Subject to all ethical aspects, the research was approved with the ethics committee and is registered under number (CAAE 71063523.4.0000.0018). The data were obtained through interviews, by applying a questionnaire to students before and after the interventions and were analyzed qualitatively, indicating a relevant improvement in the participants' engagement, motivation and musical learning, being an effective alternative to the educational approach. music service for high school students. Although our intervention location offered a specific space for musical work with musical instruments and sound equipment, we know that this is not the reality of public basic education schools, with the lack of adequate physical and pedagogical structure for musical education being a challenge for teachers and students in the process of building knowledge in musical discourse, however, with greater engagement and the search for qualifications, it is possible for the Art/music teacher to promote satisfactory musical learning. In this sense, as a development, it is possible todevelop a research proposal aimed at training teachers in musical education, based on the articulation between the modalities of musical knowledge, the musical experiences of students and the application of the repertoire of artistic/musical practices to guide Art/music teachers in serving elementary and high school students.