O gosto musical e como sua influência repercute no ensino de música entre jovens

Abstract

The present study aims to contribute to music education in contemporary public schools by seeking to stimulate students’ critical thinking and reflection on the social context in which they are situated, so that deeply rooted prejudices do not become obstacles to the musical learning process. It is based on the understanding that musical taste, shaped by familial, social, religious, community, and media influences, plays a central role in the way young people relate to music, to others, and to the school environment. The research is characterized as qualitative, applied, exploratory, and action-inductive in nature, and was developed through field research conducted in a public high school, using semi-structured interviews, participant observation, and mediated listening activities as data collection instruments. Situated within a context marked by the accelerated circulation of information and the mediation of digital technologies, the investigation made it possible to observe how different beliefs, values, and identities coexist in the classroom, revealing cultural heritages that are reflected in students’ patterns of musical taste. The dialogue with Pierre Bourdieu’s theory of taste, especially regarding the formation of habitus, and with David Ausubel’s theory of meaningful learning, made it possible to understand that musical taste is not innate or neutral, but rather a social construction anchored in prior experiences and social conditions, contributing to the identification of the points at which musical prejudice is formed and interferes with music education. Thus, the study discusses how such prejudices manifest themselves in the school environment and points to paths for pedagogical practices grounded in listening, dialogue, and critical mediation, capable of promoting a more plural, reflective, and socially conscious musical education.