As práticas criativas no ensino de música das escolas públicas municipais de Fortaleza

Abstract

This study postulates a place for music education in the public school curriculum and weaves arguments to encourage creative educational-musical practices with music teachers in municipal schools in Fortaleza. Offering experiences and musical experiences at school provides ideal conditions for listening and the formation of a musical habitus in teachers and students, in an autonomous and critical way, making them protagonists and aware of their performance in the social context. Thus, the primary objective of this text is to identify the educational-musical practices developed by music teachers in municipal schools and their contributions to the formation of a teaching-musical habitus. Therefore, we listed as specific objectives of this study: to know the educational-musical activities and practices in music teaching in municipal schools in Fortaleza; to unveil the teachers' understanding of the potential of these educational-musical practices in the formation of the teaching-musical habitus, as well as to recognize the necessary knowledge for their performance in music teaching. The theoretical framework intertwines with discussions and studies by authors, researchers and theorists in the area of music and education. Among them: Fonterrada (2015; 2019), Schafer (2001; 2009), Bastian (2009), Aróstegui (2017), Delalande (2017; 2019), Peñalba (2017), Paynter (2020), França (2020), Mateiro (2011), Penna (2014) and Freire (2011), which, in our opinion, is one of the most important references of decoloniality in the educational field. We also used Bourdieu's studies (1992; 1998; 2001; 2003; 2007) and his praxeology to guide our understanding of the categories: field and habitus. The theoreticalmethodological approach adopted in this field research is of a qualitative nature, and required combining different instruments for data collection and analysis, which include: document analysis, application of online questionnaires and semi-structured interviews with music teachers of the municipal network. In addition to a training action promoted through an online lecture with a teacher who makes up our basic theoretical framework. As a result of this investigation, we noticed that the teachers participating in the research make use of creative practices in their school routine as a proposal for teaching music in their classes, recognizing the potential of these practices in the formation of the teaching-musical habitus. We attest to the thesis that music teaching in municipal schools in Fortaleza assumes an invisibility due to its non-place in the school curriculum.