Os projetos de trabalho como alternativa para aulas de música nas escolas de Educação Básica: um estudo de caso em uma escola do sistema privado de ensino de Belo Horizonte, MG

Abstract

This research approaches music education in the context of Basic Education Schools. The empirical field of research consisted of a private school in Belo Horizonte, MG. Epistemologically, the institution presents itself based on the constructivist perspective and, politically, on the principles of democratic education, adopting the projects as a privileged learning strategy. The study sought to understand and describe a project developed by the music teacher in a class of the 3rd cycle of Primary Education. The research object is in the sociocultural field of musical education. The methodological approach was based on the qualitative paradigm, supported by the case study with participant observation. The musical practices were analyzed from the perspective of educators and authors who dedicated themselves to the study and / or practical application of work projects in different countries, Brazil (ALVAREZ LEITE, 1996, 2007, 2014), (MARTINS, 2011), (NOGUEIRA, 2001, 2009); Portugal (NIZA, 2015f); Spain (HERNÁNDEZ, 1998b); and France (BOUTINET, 2002), (JOLIBERT, 1994a, 1994b, 2006). The pedagogical-musical process conducted under the perspective of actions in the project was presented as an alternative for the inclusion of Music in Basic Education. The conclusions pointed to the need to understand the fundamentals of this pedagogical posture by musical educators and the necessary adaptation of their use to each specific context. This research aims to contribute to the reflection and the practice regarding the inclusion of Music in Basic Education Schools, understood as a space for global training and democratization of culture. The study also intends to contribute to the formulation of appropriate pedagogical and methodological proposals for the inclusion of Music in schools, trying to equate the specifics of the discipline with those of the context.