Políticas públicas educacionais para o ensino de música na educação básica: Múltiplas vozes sobre o ensino de música na rede municipal de educação de Belém do Pará.

Abstract

Public educational policies, responsible for ensuring that more people have access to education and promoting measures to correct social distortions, can ensure quality education in a country with continental dimensions, but this is no easy task. Music teaching in regular public schools has been on a path of discovery in the face of new realities that arise in the ongoing educational scenario. In view of the above, there is still an effervescence of thoughts about how to tread a “new” path of music education, what directions are being taken in music education at school and how we, researchers, intend to contribute to the direction of this teaching. The thesis defended is that there are multiple interpretations about the teaching of music in school, which affect the practice and hinder possibilities of public policies to make the rights to music teaching a reality, specifically in Belém do Pará. Therefore, the general objective of this research is to analyze the insertion of music in the public schools of the municipal education network in Belém do Pará, from the conceptions of the multiple voices, agents of music teaching. The theoretical framework used to support the discussions in this research covered: a) The analysis of educational policies in the light of the Policy Cycle Approach of Bowe et al. (1992) and Ball (1994) proposed by Mainardes (2006); and b) The educational policies of current Brazilian legislation on music teaching in basic education schools. This is an exploratory study with a quantitative-qualitative approach, using a case study research procedure. As for the place of performance, it was a field research in which data was collected and documentary analysis, semi-structured interview and questionnaire. As a data analysis technique, content analysis and Exploratory Data Analysis statistics, also known as Basic Descriptive, were applied. The results addressed the conceptions of the Municipal Department of Education, NACE and the Art Teachers of the Belém Municipal Education Network, which were analyzed together with the cycle of educational policies. The analysis of music teaching in Belém do Pará's public schools revealed both advances and challenges. SEMEC's Curriculum Guidelines seek to qualify and diversify music education, with effective teachers from the network and musical projects in the after-hours, in addition to workshops with traditional teachers. However, the lack of adequate infrastructure, material resources and more teachers, limit the full implementation of the subject. The creation of the Municipal School of Arts of Belém (EMAB) faces political difficulties, and many teachers act in a multipurpose way, which goes against the curricular guidelines. Therefore, it is considered that the lack of institutional appreciation and the discontinuity of public policies hinder the consolidation of music teaching in schools. The research suggests that to overcome these challenges, it is necessary to ensure robust initial and continuing training, value local cultural traditions, and adapt the curriculum to the regional context. The teaching of music must be treated as an essential tool for the critical and cultural development of students, besides the urgency of regularizing public exams and promoting more consistent public educational policies.