Configurações do ensino de música frente ao componente curricular arte: um estudo com professores de música da Educação Básica

Abstract

Considering the insertion of music as mandatory content in Basic Education, this study proposes to understand how the music teacher has acted as responsible for the curricular component Art in the school curriculum. What is the place of music in the arts class and in the school curriculum? How does the music teacher interpret and apply BNCC Arte in his pedagogical practice? Based on these questions, it was defined as a general objective of investigation: to understand the knowledge necessary for the professional performance of the music teacher in Basic Education, in view of the curricular component Art. As specific objectives, the following were proposed: a) to understand how music teachers are interpreting and applying BNCC Arte in their pedagogical practices; b) understand how music is being implemented in the school curriculum. The research methodology used was the study with interviews (MANZINI, 1990,1991; DUARTE, 2004). Four music teachers who work in elementary school were interviewed. The results show that for teachers who work only with the curricular component Music, the knowledge necessary for professional performance is more related to the knowledge of the specific content, while for teachers who work with the curricular component Art, the knowledge necessary for performance professional are more related to pedagogical knowledge. The professors showed that they had little or superficial contact with the Common National Curricular Base, and consider that due to the fact that the curricular component Art is part of the area of Languages, it could de-characterize it as a discipline and, consequently, devalue it as a field of study. knowledge. We found that the Integrated Arts thematic unit is not yet a reality in the teaching practice of the interviewees, and that the approach to other artistic languages occurs in isolation from the music content. The research points to the need for BNCC Arte to be inserted and experienced in the course of academic-professional training of music graduates, through practical and reflective activities, so that future teachers can reflect on the possibilities and challenges inherent in the application of this document in Basic Education. It is expected that this study will contribute to the training of music teachers to work in basic education, in the face of the challenges imposed by the curricular component Art.