Maracatu cearense na prática escolar: uma proposta pedagógica que valoriza a diversidade cultural.

Abstract

This study investigated the use of maracatu cearense as a pedagogical tool in music education, focusing on the city of Sobral, Ceará. Maracatu, a cultural expression rooted in Afro-Brazilian culture, is cultivated by its participants not only as a musical expression, but also as an important instrument of cultural and political resistance. Throughout the work, the historical and social context of maracatu in Fortaleza was analyzed, as well as its revival as a present in carnival festivities from the 1930s onwards, and the role it plays in preserving collective memory and Afro-Brazilian identity. The study highlighted that maracatu is not only an entertainment practice, but a social activity of resistance to social insults, such as racism, oppression by hegemonic classes, social prejudice and religious intolerance, reflecting the struggle and affirmation of black people. In parallel, the research addressed the criticism of music education with a notoriously Eurocentric tendency, which marginalized local musical manifestations, and proposed, in contrast, the adoption of maracatu as an inclusive pedagogical approach. The methodology applied included four-session maracatu workshops held at the Maria Dorilene Arruda Aragão Full-Time School in Sobral, in which students experienced musical practice and a brief cultural contextualization of maracatu, developing musical skills. The analysis of the data collected through questionnaires applied to the participants revealed the effectiveness of the workshop as a space for learning and expression, highlighting the students' motivation for interest in local culture and the importance of the collaborative approach in teaching. However, challenges were identified, such as the need for adjustments in the methodologies and physical environment of the classes, indicating areas for improvement in future similar pedagogical practices. In conclusion, maracatu from Ceará proved to be an effective tool for music education, promoting cultural inclusion and the construction of a more plural music education, aligned with the cultural diversity that characterizes the national panorama.