Realidades de sujeitos da EJA em diálogo com os gêneros musicais: música caipira e sertaneja e sua atuação na construção da cultura popular contemporânea

Abstract

This research takes a theoretical approach to school practices involving music and musical genres, considering the various nuances of the relationship between school subjects and alterity, culture and different historicities. It considers all actions, activities and events within the school environment as school practices, whether they are pedagogically intended practices, the execution of administrative functions, the set of formal and informal rules (and their production process) of that environment and even the everyday actions of students and teachers. Popular culture is analyzed as a historiographical concept and a formative factor in subjective and collective identities, so that musical genres serve as an instrument for understanding the particularities of subjects from different generations. To achieve this understanding, the idea of popular culture is problematized, exposing the tensions, disputes and projects within the cultural field. Central to this work is an analysis of the dynamics of production and circulation of musical genres, shedding light on the diverse and dialogical nature of popular culture. "Musical genres" are understood as categories that group together musical works based on similar technical characteristics such as rhythmic and harmonic patterns, as well as their respective historical artistic traditions. Musical genres enter the school in an organic way, beyond the pedagogical use of music, revealing traces of identity, provoking tensions and motivating school practices that can run in different directions, either in an inclusive or sectarian way. Musical genres also carry with them ideological discourses and ideals of human existence which, not infrequently, differ from the experiences of Youth and Adult Education students from different contexts. The different historical manifestations of the sertanejo and caipira musical genres have a special place among the working classes that occupy the Youth and Adult Education classes, since their long historical trajectory is marked by the dialectical dynamic of expressing the identities of subjects from the countryside and, at the same time, producing new identity traits for new subjects. In this paper, the experiences of Youth and Adult Education subjects from the countryside question the discourses produced by contemporary manifestations of sertaneja and caipira music. Finally, this work proposes a critical and reflective approach to school practices and conflicts involving music and musical genres in order to think about pedagogical possibilities for this set of cognizable objects and tensions, transforming limit situations into viable novelties.