Edu(comuni)cação musical: uma experienciação entre educação musical e educomunicação para uma formação crítica, ativa e criativa
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2020-09-25
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Universidade Estadual Paulista (Unesp)
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Frente à condição atual de uma sociedade midiatizada e imersa em plataformas tecnológicas e comunicacionais, torna-se basilar pensar em práticas pedagógicas e alternativas de educação musical que contemplem uma visão mais diligente e crítica acerca deste cenário. A presente pesquisa tem por objetivo experienciar as possibilidades do diálogo entre Educação Musical e Educomunicação, o que resultou na possibilidade de uma Edu(comuni)cação Musical. O campo de investigação localizou-se na EMEF Desembargador Sebastião Nogueira de Lima, no bairro Brasilândia, zona norte da cidade de São Paulo/SP. Foi proposta à instituição uma prática pedagógica na modalidade de oficina de música, de abril a novembro de 2019, para estudantes do ensino fundamental 2, em período de contraturno escolar. A prática ocorreu integrada aos projetos educomunicativos em andamento na escola e realizados com o apoio do Núcleo de Educomunicação da Secretaria Municipal de Educação de São Paulo. Dividida em quatro módulos, a oficina foi o procedimento pedagógico-musical utilizado para a experienciação de uma prática de Edu(comuni)cação Musical, que prima para além da construção de conhecimentos musicais per se e preocupa-se com uma formação crítica, ativa e criativa do estudante no tocante à sua realidade social. Reflexões sobre a atual capacidade de concentração, a interpretação da mensagem midiática frente à era da informação e o papel das tecnologias dentro – e fora – da sala de aula são alguns dos elementos aqui debatidos, os quais sugerem a premência de uma educação musical mais atenta à contemporaneidade. Os procedimentos metodológicos pautaram-se na pesquisa qualitativa experiencial e contaram com ferramentas como diário de campo, registros audiovisuais e entrevistas semiestruturadas com os participantes. Os resultados apontaram para a construção de conhecimentos musicais e desenvolvimento de uma escuta crítica de música proveniente dos meios de comunicação; autonomia e criatividade nos processos composicionais, bem como a utilização mais consciente de dispositivos tecnológicos dentro e fora da sala de aula. Essa investigação apresenta a Edu(comuni)cação Musical como uma nova abordagem de educação musical, sob uma perspectiva horizontal e dialógica, contra o pensamento hegemônico de uma educação bancária e a favor do desenvolvimento de habilidades musicais e comunicativas amplamente críticas.
In view of the current condition of a mediatized society and immersed in technological and communicational platforms, it is essential to think about pedagogical practices and alternative musical education that contemplate a more diligent and critical view of this scenario. This research aims the experience the possibilities of dialogue between Music Education and Educommunication, which resulted in the possibility of a Music Edu(communi)cation. The research field was located at Elementary School Desembargador Sebastião Nogueira de Lima, in the Brasilândia neighborhood, north of São Paulo city. A pedagogical practice was proposed to the institution in the form of a music workshop, from April do November 2019, for students of elementary 2, during non-class hours. The practice took place integrated with de educommunicative projects implemented at the school with the support of the Educommunication Center of São Paulo’s Education Department. Divided into four modules, the workshop was the pedagogical-musical procedure used to experience a Music Edu(communi)cation practice, which excels beyond the construction of musical knowledge per se and is concerned with a critical, active and student’s creative approach to their social reality. Reflections on the current ability to concentrate, the interpretation of the media message in the face of information age and the role of technologies inside – and outside – the classroom are some of the elements discussed here, which suggests the urgency of a more attentive musical education to contemporaneity. The methodological procedures were based on qualitative experiential research and relied on tools such as a field diary, audiovisual records, and semi-structured interviews with the participants. The results pointed to the construction of musical knowledge and the development of critical listening to music from mediatic devices, authonomy and creativity in the compositional processes, as well as the more conscious use of technological devices inside and outside the classroom. This investigation presents Music Edu(communi)cation as a new approach of musical education, from a horizontal and dialogical perspective against the hegemonic thinking of a banking education and in favor of the development of, both widely critic, musical and communicative skills.
In view of the current condition of a mediatized society and immersed in technological and communicational platforms, it is essential to think about pedagogical practices and alternative musical education that contemplate a more diligent and critical view of this scenario. This research aims the experience the possibilities of dialogue between Music Education and Educommunication, which resulted in the possibility of a Music Edu(communi)cation. The research field was located at Elementary School Desembargador Sebastião Nogueira de Lima, in the Brasilândia neighborhood, north of São Paulo city. A pedagogical practice was proposed to the institution in the form of a music workshop, from April do November 2019, for students of elementary 2, during non-class hours. The practice took place integrated with de educommunicative projects implemented at the school with the support of the Educommunication Center of São Paulo’s Education Department. Divided into four modules, the workshop was the pedagogical-musical procedure used to experience a Music Edu(communi)cation practice, which excels beyond the construction of musical knowledge per se and is concerned with a critical, active and student’s creative approach to their social reality. Reflections on the current ability to concentrate, the interpretation of the media message in the face of information age and the role of technologies inside – and outside – the classroom are some of the elements discussed here, which suggests the urgency of a more attentive musical education to contemporaneity. The methodological procedures were based on qualitative experiential research and relied on tools such as a field diary, audiovisual records, and semi-structured interviews with the participants. The results pointed to the construction of musical knowledge and the development of critical listening to music from mediatic devices, authonomy and creativity in the compositional processes, as well as the more conscious use of technological devices inside and outside the classroom. This investigation presents Music Edu(communi)cation as a new approach of musical education, from a horizontal and dialogical perspective against the hegemonic thinking of a banking education and in favor of the development of, both widely critic, musical and communicative skills.
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Educação musical crítica, Educomunicação, Ensino fundamental, Município de São Paulo, Edu(comuni)cação musical, Critical music education, Educommunication, Elementary school, São Paulo city, Music edu(communi)cation