A educação musical nas narrativas de licenciandas de pedagogia : vivencias e ausências

Abstract

Throughout history, Musical Education has been conducted according to social, philosophical and political interests of that era, usually influenced by several movements, including the educational and aesthetic ones, facing moments of enchantment and disenchantment. However, it is necessary to recognize that the situation has changed considerably through time and, as a matter of fact, from the Brazilian Law 11,769/2008 on, music has become a madatory subject and has to be part of the Elementary Education syllabus. The aim of this paper is based on a project approved in the Education Observatory, as an interinstitutional partnership between the Federal University of Mato Grosso (UFMT) and the Pontifical Catholic University of São Paulo (PUC-SP) regarding the constitution of the teaching professionship considering the about-to-graduate students of Pedagogy and Mathematics. This research was carried out focusing forty-six about-to-graduate female students of Pedagogy at UFMT/Rondonópolis University Campus (CUR). Four of them were selected for data collection based on the following criteria: availability in participating in the research; everyday writing of all memorials requested; affinity with musical practice, besides no experience in teaching children and in the early years of Elementary School. Once music is considered as an essential component in human development, the biggest concern was to find, in the writings and voices of the about-to-graduate, how it became part of their lives, how they perceive their graduation for teaching Musical Education without music being offered and how they analyze the proposed actions in their graduation, as well as the reflexes in putting it into practice with children. The adopted tools during the research were narrative interview and graduation memorials, the latter coming out on a six-month basis. The aim of the research was to analyze, in the graduation memorials, how the teachers-to-be recreate their memories and musical practice through their lives; collect the about-to-graduate‟s perceptions about how the teachers who are going to work with children and in the early years of Elementary School get to the end of their course; check in their narratives if they perceive that music is an important element and indispensable tool when it comes to teaching and learning in the teaching-learning activities. The methodological approach to the qualitative research was based on the (auto)biographical method by means of narrative interview and graduation memorials provided by the about-to-graduate. For better understand the proposition of the Pedagogy graduation course at UFMT/CUR, two coordinators of that very course were heard, one of them being in charge of the elaboration of the proposition of the Course Pedagogical Project (PPC, in Portuguese) while the other gives support to the proposition on its final hours. The results pointed out that the musical history of the subjects under research, in their interpersonal relationship, happened at distinct times, places and forms. Music has always been present in the about-to-graduate‟s lives, who consider it valuable as a syllabus component as well as essential in their educational background. It is such because, for them, the effects of music bring sensitivity, enchantment, movement production, sensation improvement, not to mention it prepares them for their in-class performances, even if it is not offered in kindergarten and in the early years of the Elementary School curricula. For the about-to-graduate, it is a gap that has to be fixed as soon as possible