Música, filosofia e educação: interlocuções com a vida na escola pública

• Ano de defesa: 2019
• Autor(a) principal: Alfonzo, Neila Ruiz
• Outros Autores: [e-mail]
• Orientador(a): Kohan, Walter Omar
• Banca de defesa: Paiva, Jair Miranda de , Mello, Maristela Barenco Corrêa de , Guimarães, Pablo de Vargas , Santos, Regina Márcia Simão
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Música; Filosofia; Educação; Ritornelo; Plano de composição; Prática coral; Skholé; Escola dos sentimentos
• Palavras-chave em Inglês: Music; Philosophy; Education; Ritornello; Plane of composition; Choir practice; Skholé; School of feelings
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/20203

The aim of this thesis is to think interlocutions between music, philosophy and education in public school, in an exercise of understanding a way of making music with choir practice in Colégio Pedro II - campus Engenho Novo II. This research springs from the need to escape a tradition of schooling which serves the objectives of dominant politics, affirming instead different ways of being (in) school. School as life. Part of the activities of the Nucleus of Childhoods and Philosophies Studies (Núcleo de Estudos de Infâncias e Filosofias – NEFI) are considered regarding the subject of the research, especially musical-philosophical experiences with children from the “Em Caxias, a Filosofia en-caixa?” project, bringing displacement and new questions about choir practice in school. The concepts of school as free time - skholé (Masschelein and Simons) and school of feelings (Ferraro) are thus explored, carefully listening to gestures of an educational practice which leads to the opening and creation of worlds. The concepts of ritornello and aesthetic plane of composition (Deleuze and Guattari) are here taken for the opening they perform in music and for their power of interlocution with philosophy and education. Music as agency. The movements of the choir – body exercises, improvisation, conversation, process of musical creation – interweave lines that make and unmake territories, produce intensities, liberate and restrain forces, compose ways of listening, sounding and resounding with the other(s). Here, the narratives of experiences think a way of making and being school in a composite of affects, feelings and opening towards what comes from the outside. In this research, the voices of the choir singers constitute a polyphony that expresses agencies, becomings, a complete micropolitics drawn in music making in its indiscernible aesthetic, philosophical and educational dimensions: an infinite composition of that which gives form and life to schools – the relations.