Currículo para o ensino de música na disciplina de artes no ensino fundamental em escolas municipais de Sobral/Ce

Abstract

This research aims to analyze the process of curriculum definition for music teaching in the arts discipline of the end grades of elementary school, in the educational context of the public schools of Sobral/CE. For this, a qualitative research was carried out which involved interviews with (7) seven art teachers of this locality and one (1) educational agent linked to SEDUC. To reach the desired end, we investigated: a) the value view of music teaching for these professionals; b) the factors involving the musical educational process that contribute to the formulation of the curriculum; c) how the process of choosing and approaching music content for this discipline has been done. The theoretical framework was based on the conception of Music Education in Penna (2002), Souza (2001), Del-Ben (2003), Figueiredo (2013), Oliveira (2006), among others and the curricular conception in Silva (2010), Martins (1991), Young (2014), others. From the analysis of the data it was inferred in the speech of the interviewees a speech of importance of music teaching in school, regardless of difficulties such as school structure, multipurpose teaching, more general education and class duration of 50 minutes. It was possible to understand how the factors: compulsory music at school, specific and artistic academic formation, class duration, material resources, infrastructure and methodological aspects, influence the musical didactic process. A 100 minutes class is considered sufficient by respondents who understand the obligation to teach music and accept the importance of most academic and artistic training. The most relevant was to find out what musical contents are worked in the arts discipline and it could be assimilated that there is no limitation, despite the difficulties. The curriculum is a living process and because it is a process is constantly adapting to better meet an ideal, either the educational organization or the student, or both; or of individuality or collective; or the integral formation of the human being or the formation of the brute labor force; that is, the curriculum is loaded with intentions, which is one reason for the teacher himself to appropriate this tool. With this research, it was possible to conclude the need for a well-founded curriculum design process for the teaching of music language.