Insurgências poéticas e exaltação de Luiz Gonzaga cantando o nordeste: caminhos de uma curadoria em arte educação

Abstract

This research project focuses on art teaching and the recovery and memory of local culture. It involves an experience in analyzing teaching practice in the teaching of Art with theoretical and methodological approaches. The pedagogical proposal was applied at the Geraldo Gomes de Azevedo Municipal School, in a ninth grade class, in the final years of elementary school. The praxis of the project on the "floor" of the school, in the classroom, focused on memories of Northeastern culture, specifically the rescue and appreciation of Luiz Gonzaga's musical works, didactically exploring his poetics as a representative of existence and re-existence for Northeasterners. The approach to the themes in the classroom seeks to identify in the lyrics of the best-known songs a decolonizing perspective, capturing poetic insurgencies. The methodological strategy used, anchored by the Educational Curatorship, involves a didactic process of recovering memories about the Northeast and its cultural formation. The auditions and the musical poetics of the compositions stimulated students to research and debate the themes in Gonzaga's songs, decanting the Northeast and producing timeless reflections. "Poetics of Drought and Migration"; "Januário's Poetic Representation" and the "Man/Nature Relationship" were the themes explored in art classes. In the Poetics of Drought and Migration theme, the following songs were studied: Asa Branca (Gonzaga and and Humberto Teixeira); Vozes da Seca (Gonzaga/Zé Dantas). For the theme "The Poetic Representation of Januário," the song Respeita Januário (Gonzaga/Humberto Teixeira) was studied from a decolonial perspective. To address the theme of the relationship between man and nature, the basic songs were Xote Ecológico (Gonzaga/Aguinaldo Batista); and Volta da Asa Branca. The analysis of the pedagogical process is based on a careful observation of the implementation of the project in the classroom, anchored in the studies of various authors who have made valuable contributions to the reflection on music, local culture, decoloniality, educational curation and art education. In this direction, the research focused on pedagogical and methodological aspects with the potential to stimulate reflection, in order to promote learning from local culture. It involves understanding how students, through this musical poetics, capture the subtleties of the songs, the cultural appreciation of the Northeastern people in the processes of existing and re-existing in the face of adversity.