No ritmo do batuque: vivências, desafios e descobertas em sala de aula, um relato de experiência sobre oficinas de maracatu cearense.

Abstract

This study investigates the inclusion of Ceará's maracatu as a pedagogical tool in music education at a public institution, specifically in middle school classes at the Maria Dorilene Arruda Aragão Full-Time School in Sobral, Ceará, based on an understanding of this manifestation as an Afro-Brazilian cultural practice that articulates musical, historical, and social knowledge. Maracatu, rooted in Afro-Brazilian culture, is cultivated by its participants as a musical expression and an instrument of cultural and identity resistance. Throughout the work, the social and historical context of maracatu in Fortaleza, its development in carnival festivities, and its relevance in consolidating collective memory and the processes of affirming Afro-Brazilian identity are explored. The central objective of this research is to understand how the experience of maracatu in a school context can contribute to the musicalization processes of students. The research adopts a qualitative approach, structured from a literature review, experience report, and analysis of data obtained in Ceará's maracatu workshops. The workshops were organized into weekly meetings, encompassing collective percussion practice, rhythmic exploration of instruments, physical activities, and moments of cultural contextualization, prioritizing collaborative and accessible methodologies. Data collection occurred through questionnaires administered to participants and systematic observations during the development of the activities. The analysis of the results shows that the experience contributed to the development of motor coordination, rhythmic perception, and collective listening, in addition to promoting students' contact with historical, symbolic, and identity aspects of Ceará's maracatu. The data also indicate that the motivation, retention, and engagement of the participants were associated both with interest in the cultural expression and with the welcoming and cooperative relationships established within the group. Despite limitations related to infrastructure and the availability of instruments, the workshop was positively evaluated, revealing its formative potential. It is concluded that the inclusion of Ceará's maracatu in music education expands pedagogical possibilities by valuing popular and Afro-Brazilian cultures, contributing to the construction of a more pluralistic, critical music education committed to cultural diversity.