Música e Educação Escolar: contribuições da estética marxista e da pedagogia histórico-crítica para a educação musical
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Data
2018-08-10
Autores
Abreu, Thiago Xavier de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O tema geral a ser abordado na presente pesquisa é o ensino de música na perspectiva da pedagogia histórico-crítica, o que corresponde ao estudo de uma educação musical propriamente escolar. Para esta corrente pedagógica a educação é uma atividade de mediação no interior da prática social necessária para o desenvolvimento histórico do gênero humano, sendo a escola a forma historicamente mais desenvolvida do trabalho educativo. Partindo deste entendimento, o objetivo de nossa pesquisa foi determinar elementos filosóficos e pedagógicos para a fundamentação da educação musical escolar na perspectiva da pedagogia histórico-crítica. Por meio da pesquisa bibliográfica, observamos a música como um tipo específico de atividade humana que atua de maneira também específica na constituição da subjetividade. Assim, defendemos a tese de que a explicitação dos principais aspectos dessa especificidade da música no desenvolvimento histórico da dialética entre objetividade e subjetividade pode ser um caminho fértil para a construção de referências para a seleção de conteúdos escolares da educação musical, e para a definição de formas de efetivação do trabalho pedagógico com esses conteúdos. Para tanto, abordamos no primeiro capítulo a música como uma esfera de objetivação humana, isto é, como uma atividade capaz de tornar objetiva a vida afetiva do ser humano, para que dela possa se tomar consciência. No segundo capítulo exploramos o processo histórico de desenvolvimento da objetivação musical, tanto do ponto de vista das relações entre o indivíduo e o gênero humano, quanto das formas educacionais que sustentaram essa trajetória. Por fim, no terceiro capítulo sintetizamos os elementos analisados à luz das especificidades da educação escolar, abordando também as peculiaridades da catarse como momento chave da educação musical. A unidade teórico-metodológica é dada pelo referencial do materialismo histórico-dialético. Esperamos que nosso estudo contribua para a valorização da música no contexto da educação escolar e para a fundamentação teórica da educação musical na perspectiva da pedagogia histórico-crítica.
The general theme to be addressed in the present research is the teaching of music from the perspective of Historical Critical Pedagogy, which corresponds to the study of a proper school music education. For this educational chain, education is an activity of mediation within the social practice necessary for the historical development of the human, with school being the most historically developed form of educational work. Based on this understanding, the objective of our research was to determine philosophical and pedagogical elements for the foundation of school music education in the perspective of Historical Critical Pedagogy. Through bibliographic research, we observe music as a specific type of human activity that acts in a specific way in the constitution of subjectivity. Thus, we defend the thesis that the explication of the main aspects of this specificity of music in the historical development of the dialectic between objectivity and subjectivity can be a fertile way for the construction of references for the selection of school contents of musical education and for the definition of forms of pedagogical work with these contents. In order to do so, we address in the first chapter music as a sphere of human objectification, that is, as an activity capable of rendering objective the affective life of the human being, so that they may become aware of it. In the second chapter we explore the historical process of development of musical objectification, both from the point of view of the relations between the individual and the human genre, as well as the educational forms that sustained this trajectory. Finally, in the third chapter we synthesized the elements analyzed in light of the specificities of school education, also addressing the peculiarities of catharsis as a key moment of music education. The theoretical-methodological unity is given by the referential of historical-dialectical materialism. We expect that our study may to bring contributions to the valorization of music in the context of school education and to the theoretical analyzes of musical education from the perspective of Historical Critical Pedagogy
The general theme to be addressed in the present research is the teaching of music from the perspective of Historical Critical Pedagogy, which corresponds to the study of a proper school music education. For this educational chain, education is an activity of mediation within the social practice necessary for the historical development of the human, with school being the most historically developed form of educational work. Based on this understanding, the objective of our research was to determine philosophical and pedagogical elements for the foundation of school music education in the perspective of Historical Critical Pedagogy. Through bibliographic research, we observe music as a specific type of human activity that acts in a specific way in the constitution of subjectivity. Thus, we defend the thesis that the explication of the main aspects of this specificity of music in the historical development of the dialectic between objectivity and subjectivity can be a fertile way for the construction of references for the selection of school contents of musical education and for the definition of forms of pedagogical work with these contents. In order to do so, we address in the first chapter music as a sphere of human objectification, that is, as an activity capable of rendering objective the affective life of the human being, so that they may become aware of it. In the second chapter we explore the historical process of development of musical objectification, both from the point of view of the relations between the individual and the human genre, as well as the educational forms that sustained this trajectory. Finally, in the third chapter we synthesized the elements analyzed in light of the specificities of school education, also addressing the peculiarities of catharsis as a key moment of music education. The theoretical-methodological unity is given by the referential of historical-dialectical materialism. We expect that our study may to bring contributions to the valorization of music in the context of school education and to the theoretical analyzes of musical education from the perspective of Historical Critical Pedagogy
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Palavras-chave
Educação Musical, Pedagogia Histórico-Crítica, Filosofia da Educação, Estética, György Lukács, Music Education, Historical Critical Pedagogy, Philosophy of Education, Aesthetics