Sentidos da pedagogia musical no Programa Cirandar: um estudo de caso na Escola Municipal Marinete Damasceno Pinheiro

• Ano de defesa: 2023
• Autor(a) principal: Maxwell Silva Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; MUSICA - ESCOLA DE MUSICA; Programa de Pós-Graduação em Música; UFMG
• Palavras-chave em Português: Pedagogia Musical; Oficinas de Música; Programa Cirandar; Educação Básica; Educação musical; Música na escola - Estudo e ensino; Educação básica
• Link de acesso: http://hdl.handle.net/1843/54222

This research aims to understand the meanings of the musical pedagogy proposed in the Programa Cirandar - Escola de Tempo Maior, which takes place at the Marinete Damasceno Pinheiro School, a municipal public school in the city of Sarzedo, MG. The main objective of the Programa Cirandar is to reduce dropout rates, grade repetition and age/grade distortion. The program's music classes take place in the school curriculum in workshop format and are held in the morning and afternoon shifts with the addition of 1 hour, where specific musical instruments are defined for each school segment. As a program that aims to reduce dropout rates and improve student learning, the following questions are raised: To what extent does music help to combat grade repetition and age/grade distortion in the program's perspective? What is the conception of Music Education present in the pedagogical proposal of the Programa Cirandar? What pedagogical proposal is present in the music classes of the program? Who teaches music in the Programa Cirandar? In order to understand the meaning of music pedagogy in the program, semi-structured interviews were carried out with those directly responsible for the Programa Cirandar, including coordinators, teachers, and music tutors who work in this school, as well as an analysis of the official documents of the program. Among the main results of the research, we highlight the conceptions of the interviewees about the use of music as a tool for learning other content of the school curriculum, as well as the technicist perspective of music teaching coming from the conservative model in the workshops of the program, leaving the musical knowledge of the students in a secondary plan.