Desafios para integração do ensino coletivo de instrumentos musicais ao currículo em escolas públicas no estado do Espírito Santo

• Ano de defesa: 2021
• Autor(a) principal: Gonçalves, Marcelo Trevisan
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Gestão Pública; Centro de Ciências Jurídicas e Econômicas; UFES; Programa de Pós-Graduação em Gestão Pública
• Palavras-chave em Português: Ensino coletivo de instrumentos musicais; unidades curriculares; ensino médio; gestão pública; subject.br-rjbn; Administração Pública
• Link de acesso: http://repositorio.ufes.br/handle/10/15547

Introduction: Music is present in practically all the trajectory of human life. In the high school context, the teaching-learning practices of musical instruments are mostly associated with extracurricular activities. The State of Espírito Santo offers activities of collective teaching of musical instruments and choral singing in several schools through a public policy called Music ana Rede. Problem: The current format of the public policy, via extracurricular activities, depends on the periodic renewal of partnerships, annual financial contribution, among other variables, which makes it fragile. For this reason, it is important to seek legal and structural ways to consolidate this teaching in public schools in the state of Espírito Santo. In this sense, its integration into the curriculum would allow the inclusion of these activities in the students' workload, the fulfillment of the Art component of the Language and Technology area, and the continuous existence of this teaching in state public schools. Based on this context, the main objective of this study was to understand how the collective teaching of musical instruments, currently offered as an extracurricular activity, can be integrated into the High School Curriculum in the State of Espírito Santo. The theoretical basis is supported by legislation allusive to musical activities in the High School segment, by researches related to the collective teaching of musical instruments in the High School curriculum, by theoretical and empirical studies allusive to the contributions of learning musical instruments in the social and cognitive development of students in the expected age group for High School. As for the methods, according to the objectives, descriptive research was used and, according to the nature of the data, the qualitative approach. As procedures for the collection and sources of information, field, bibliographic, and documental research were adopted. The study uses, as an instrument of data collection, semi-structured interviews with professionals working in the collective teaching of musical instruments in state public schools. Among the results, it was possible to identify basic elements for the creation of curricular units that offer collective teaching of musical instruments, such as the interest of students and the community, the physical structure of the school, the organization of activities, and the students' future perspectives. This data was the basis for the technical product, which is a pedagogical proposal for the creation of curricular units that offer collective teaching of musical instruments in high schools in the state of Espírito Santo.