A música na educação de jovens e adultos - EJA: considerações sobre a construção do gosto musical

Abstract

This work deals with questions related to the teaching of music in the modality of Education of Young and Adults - EJA in a public school in Belém do Pará. The main objective of this work was to investigate how the musical taste of the students of the EJA modality, State School Of Elementary School Professor Waldemar Ribeiro. The specific objectives were: to contextualize the teaching of art / music in the State of Pará, considering its location in the Northern Region of Brazil, aimed mainly at students of the EJA modality; To identify the elements that help in the construction of the musical taste of the students of the EJA modality; To identify how the musical taste of the students of the EJA modality is expressed in daily life and finally reflect on the musical taste considering the reports of the students of the EJA and literature consulted on the subject.The work followed theoretical orientations of the field of Sociology, in connections with the field of Musical Education, the authors used to dialogue about musical taste were: Quadros Jr e Lourenço (2003, 2010 and 2013), Monteiro (2008), Hennion (2011) , Tinhorão (2001) and Pierre Bourdieu (2007). To deal with musical and daily education, we call: Souza (2002, 2004, 2008, 2007), Penna (2003 and 2010) among others. To discuss the hybrid habitus theory: Setton (2002a, 2002b, 2009, 2010, 2011, 2012 and 2016) and Bernard Lahire (2006). On the hybridization theory Canclini (2015). About EJA: Dias, Oliveira and Mota Neto (2013), Paiva (1973), Di Pierro; Haddad (2000). Data collection was through semi-structured interviews with students from the EJA of the 3rd stage of primary education, 4th stage of elementary education, 1st stage of secondary education and 2nd stage of secondary education, enrolled in the year 2107. The results obtained show that the traditional instances of family and religion continue to be powerful devices in the process of building musical taste and the school, despite being considered a traditional instance, did not stand out as a powerful device in the influence of the construction of musical taste, lack of prominence may be linked the absence of musical content in the school curriculum and the lack of involvement of the cultural practices developed in the school. We identified that the media, not being considered a traditional instance, has occupied a significant presence in the construction of the musical taste of the students of the EJA.