Educação sonoro-musical em práticas criativas: uma proposta pedagógica no contexto da educação básica de Fortaleza-CE

Abstract

This work focuses on sound and music education in the school context of the municipal education network of Fortaleza, Ceará. The interest in this theme originates from the author's experiences in this context, relating to his current reality as a teacher of the Art component of Basic Education. Its main objective is to develop a pedagogical proposal based on sound-creative concepts and practices mediated by musical games. Specific objectives of this investigation include: a) relating the concepts of Sound Education to the school context of the final years of Elementary School; b) broadening students' socio-environmental understanding, focusing on noise pollution, through conscious, reflective, and contextualized listening to sounds; and c) creating sound-musical compositions with students based on the concepts studied. This study is theoretically based on the ideas of Schafer (1992, 2011a, 2011b, 2018), relating them to other relevant authors such as Almeida (2014), Fonterrada (2004, 2012), Beineke (2015), Brito (2007, 2013), and Delalande (2019). The research takes place at the Professor José Militão de Albuquerque Municipal School, located in the Conjunto Ceará neighborhood, encompassing students from two classes in the final years of elementary school. A qualitative, exploratory research approach is used, employing action research as the methodology. Therefore, the following guiding question is posed: how can these sound-creative practices be a pathway for teaching music in elementary school? In the data analysis of the work, a verification of the pedagogical proposal applied over 14 weeks is presented, developing a structure that includes reports of actions, dialogues with the situations experienced, and reflections on the practices. As considerations, it is reiterated that, despite the challenges encountered in the context of the Art curricular component, creative practices with the sound-musical theme can contribute to the students' education. The identification and analysis of noises present in the school and in the community allowed students to develop a more critical and responsible attitude towards the use of sound. This aspect highlights the importance of integrating sound-musical education with socio-environmental issues, promoting an education that goes beyond the limits of exclusively musical content. Furthermore, it is hoped that this research can contribute to the pedagogical practices of teachers, making sound-musical and creative practices increasingly present in the context of Basic Education.