Ensino de Música na escola: tendências pedagógicas e a necessidade da educação musical para o desenvolvimento humano

Abstract

The research presented here seeks to identify and analyze the pedagogical tendencies for teaching music in the Basic Education School present in the academic production of Brazilian music graduate programs. Through the analysis of the historical movement and the production of knowledge about school music teaching, we intend to identify and analyze which pedagogical trends have been evidenced in academic production and from there, to problematize this teaching from the perspective of historical-critical pedagogy and historical-cultural theory, understanding music as necessary knowledge for development. We start from the assumption, based on Saviani (2003 and 2012), that there is objective knowledge historically constituted that must be transmitted from generation to generation, especially by the school. All social subjects need to appropriate the knowledge historically accumulated by humanity and therefore school education must have as aim the objective knowledge, elaborated and systematized. Our research sought to answer the following research problem: What pedagogical tendencies in the teaching of music in the Basic Education School have been evidenced in academic production? How can school music education contribute to human development? Our general objective was to identify and analyze the pedagogical tendencies for the teaching of Music in the Basic Education School evidenced in the academic production of Brazilian graduate programs in Music. As specific objectives we propose to present and analyze a historical-political panorama of school music education in Brazil and to explain the importance of school music education for human development from the theoretical assumptions of historical-critical pedagogy and historical-cultural theory. The research methodology adopted is the bibliographic research, in which we identify and analyze the dissertations and theses produced in the last five years (2012-2016) on musical education/music teaching in Basic Education/in the school, seeking to apprehend and problematize the pedagogical tendencies for the teaching of music evidenced in these productions.