Música na escola particular de educação básica: considerações sobre o livro didático de música e a atuação do educador musical

• Ano de defesa: 2013
• Autor(a) principal: Rocha, Suzana de Oliveira Fialho
• Orientador(a): Guimarães, Fernanda Albernaz do Nascimento
• Banca de defesa: Guimarães, Fernanda Albernaz do Nascimento, Cunha, Estércio Marquez, Campos, Denise Álvares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Música (EMAC)
• Departamento: Escola de Música e Artes Cênicas - EMAC (RG)
• País: Brasil
• Palavras-chave em Português: Educação Musical; Livro Didático; Paradigmas
• Palavras-chave em Inglês: Music Education; Textbooks; Paradigms
• Área do conhecimento CNPq: ARTES::MUSICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/3592

Facing the challenges encountered about Music Education in Brazilian private elementary education schools since the implementation of the Enactment 11.769/08, emerged the need to know how is the Music experience in the setting of elementary schools - 1st stage. In my work as a music educator of the 1st stage of elementary education in a private school, I experienced the insertion of the Enactment and I observed that in some private schools there was the adoption of the textbook as a guiding for Music pedagogical process. It is noticed that in the private school seems no requirement for the Music Graduate to teaching Music. If there is no a licensed teacher in Music, often the Music experience are being taught by educators from other fields of knowledge. In front of the interviews and multiple readings taken for this research, the results showed that, in private schools, teachers without a degree in Music Education are exercising the Music pedagogical process. It was also necessary to investigate the Music textbooks. In front of the performed investigations and by analyzing the activities proposed in the Music textbooks, it can be seen that some activities approach the contents musical experience, such as rhythmic sound, instrumental and body trials, and contents talking about Music – knowledge of great names in music, the instruments, the song lyrics, the musical styles and genres. From this premise, it was considered that, for activities that approach the Music experiences, only a qualified professional in Music and that has the domain of musical language could teach the activities. For activities that suggest talking about music, the professional in any field of knowledge could teach the activities. The selected activities were analyzed in the light of paradigms in Music Education, suggest by Maffioletti (1993).