A linguagem musical nas aulas de arte: considerações sobre as preferências musicais dos estudantes de uma escola pública em Ananindeua - PA

Abstract

This work consists of an experience report developed in a state school located in the city of Ananindeua/PA; the focus is on the musical language worked within the art discipline and aims to investigate the musical preferences of students from two classes of that school, as well as to propose pedagogical activities within the discipline, which integrate these musical preferences to the content of the same. The research problem arose from the questioning of some students about why their songs never enter the school environment and are 'marginalized' because they do not present 'nothing good' (in their words), in addition to personal concern, as a teacher, because as a research teacher and over the years, I could see that it is not always easy to include students' experiences in our daily content, sometimes because we are not familiar with the subject, sometimes because of the daily rush of having to to meet deadlines and school schedules and, also, for the lack of time to sit down and elaborate activities totally different from those commonplace. Thus, the research presents a qualitative approach, also based on bibliographic research, the method used consisted of an experience report. The data collection technique was carried out, at first, from participant observation and group interviews during classes, recorded in the field diary, in addition to reflections on proposed activities based on students' musical choices. The research addresses an overview of the current situation of Brazilian education and the teaching of arts; as theoretical foundation, some authors were used, such as: Freire (2022), Barbosa (2012; 2015), Souza (2004; 2014). On education and musical taste, the following authors: Paes (2020), Gomes (2012), Oliveira (2012), Schafer (1977; 1991), among others. During the research, it was noticed the need to expand the musical repertoire used in art classes and reflect on all the musical baggage that students carry in their experience, which cannot be excluded from school learning.