O ensino da música no contexto da Escola Estadual Calunga III no minucípio de Terresina-GO

Abstract

The present work entitled “The Teaching of Music in the Context of the State School Calunga III, in the Municipality of Teresina-Go” has as main objective the investigation of the use of music in the teaching-learning process triggered by the teachers in their school pedagogical performance. Considering the following activity, the objective of the present work is to verify how music presents itself in a quilombola context and what types of music are approached in the practice of teachers, taking into account the musical literacies unleashed from region to region. The main instruments for data collection were the applied questionnaires and informal conversations with the teachers, assisted classes and the observation of the pedagogical performance of the educators who work in that school. In addition, this research sought to analyze whether the pedagogical practices developed at school were consistent with the reality and with the political pedagogical project. This research was supported by the studies and understandings of Lakatos and Marconi (2003), Lima (2019), Beineke (2012), Freire (1996), Gil (2002), Santos (2008),Caldart (2012), Silva (2014) and Avanço (2017) ). In this conviction with the data obtained, it is possible to see that the teachers who work at the State School Calunga III, are subjects / cells that understand music as an educational aid process, in theory they understand the importance, but in practice they do not do the actual exercise. As much as they are based on the referential curriculum to manage their classes, the perceptions in the act of building learning are still perpetuated in traditional practices. From this observation, through the study it is possible to perceive that the teachers propose a different teaching based on dialogicity and historical social manifestations, but are unable to develop in practice effectively.