Música como recurso didático: contribuições das práticas musicais para a sociologia no ensino médio

• Ano de defesa: 2021
• Autor(a) principal: Saito, Sarita Cristina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Ensino de sociologia; Práticas musicais; Raciocínio perceptivo
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/57002

This work researched Music as a didactic resource in the teaching of Sociology in High School. It aimed to investigate how musical practices, centrally the musical games, contribute to sociological reasoning, in the denaturalization, defamiliarization and imagination exercises, in the perspective of perceptual reasoning (VIEIRA; RAY, 2009; ARNHEIM, 2004; PLAZA, 2003). The research field comprised a Full-Time High School (EEMTI) located in Fortaleza – CE, and in this context, the elective discipline Practical Ensemble Music. Starting from the discussion that Music is a didactic resource capable of overcoming the difficulties of sociological language in the introduction and reinforcement of sociological concepts and themes (MORAES; GUIMARÃES, 2010), constituting a cultural asset with which youths and school groups are involved. identify (LIMA FILHO, 2020, 2014), developing musical practices (ARROYO, 2010; BLACKING, 2007), questioned how this resource can mobilize the epistemological principles of Sociology teaching. The methodology, with qualitative bias, consisted of the diagnosis of the field of action (BAUER; GASKELL, 2004), the use of systematic and participant observation techniques, and the application of instruments such as the semi-structured interview and the questionnaire. As a final product, we present a proposal for pedagogical intervention based on the musical games of Raymond Murray Schafer and Hans-Joachim Koellreutter, whose approaches of the second generation of music educators (BRITO, 2019, 2001; FONTERRADA, 2008) dialogue with the theoretical references of search. The results point to the possibility of integration between the teaching of Sociology and musical practices, contributing to a playful, critical and creative approach to Music as a didactic resource, as well as to the construction of socio-cultural indicators (BAUER, 2004) from the research and music games adapted from Music Education for the teaching of Sociology.