A música como conteúdo obrigatório na educação básica: da lei à realidade escolar [de Uberlândia MG]

• Ano de defesa: 2013
• Autor(a) principal: Gasques, Silvana de Oliveira
• Orientador(a): Palafox, Gabriel Humberto Muñoz
• Banca de defesa: Silva, Sérgio Pereira da , Morato, Cintia Thais
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Educação; Currículo; Políticas públicas; Ensino da música; Educação de base - Uberlândia (MG); Música na educação
• Palavras-chave em Inglês: Education; Curriculum; Public policies; Teaching music
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13912; https://doi.org/10.14393/ufu.di.2013.172

This dissertation is the result of an investigation into masters level graduate program in education of the Faculty of education of the Federal University of Uberlândia-UFU. The aim of this work was to describe and analyze the theoretical reflections and the representations of education professionals from RPME/UDI and the UFU, about difficulties and possibilities of implementation of the Law 11.769/2008 establishing the compulsory teaching of music in primary education. For both were used as methodological procedures the qualitative research based on the bibliographical, documentary investigation techniques and the study of representations of education professionals from RPME/UDI and UFU, about the difficulties and possibilities for implementation of the law 11.769 in 2008 of professional practice and training of music teachers. The importance of this study lies in the fact that the law points to make the music as content required in basic education, not exclusive of curricular component called \"art education\". For the purpose of exhibition, this research was structured in three chapters. The first is performed an analysed on music in contemporary capitalist society and its implications for education according to the propositions of critical pedagogy. The second is presented with a reflection of the teaching of music in historical context of educational policies in Brazil. And the third chapter analyses and reflects from field work conducted in this research. In summary, it can be said that the final result of the music education in the schools of basic education has also met with different political-pedagogical concepts and practices which are contrary in reality at the time of the implementation of educational policies for this area, bringing as a result, the shift away from the teaching of music, both in relation to traditional curricular components, as regards the teaching of Arts which emphasis has been given to the teaching of Visual Arts. This is due, among other things, the lack of infrastructure for the teaching of music; specialized teachers and public tenders for contracting of the same educational networks. Despite this picture, can be seen in the context of this research, the interests of groups of teachers, both from public schools from Uberlândia, as from the music department of UFU to music education in school is actually introduced and enhanced through the expansion of teacher training and hiring generalists music teachers. However, the critical analysis of the situation points to the fact that, apart from the introduction of music education as more a \"curricular component\", it becomes vital to value the teaching profession at school and work to integrate, inter-and transdisciplinary, the knowledge and practice of the art, science and technology as a way to achieve an emancipatory education, capable of overcoming the dominant disciplinary paradigm, without it, is considered that Will be impossible to put into practice law 11.769/2008.