Os prejuízos culturais da esquizofonia
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Data
2022-11-28
Autores
Marcos, Marcelo Haack de
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Universidade Estadual Paulista (Unesp)
Resumo
Pretendemos, na presente tese, buscar aproximações entre as ideias de Raymond Murray Schafer e as da Teoria Crítica da Sociedade de forma a traçar apontamentos propositivos para as aulas de música da rede pública de ensino. Mais especificamente, debatemos sobre o conceito de esquizofonia do autor canadense, suas implicações em relação à indústria cultural e, consequentemente, à semiformação e à possibilidade de uma proposta concreta de lidar com a questão no âmbito escolar, norteados pelos Estudos Rituais elaborados por Christoph Türcke. Para tanto, analisamos criticamente textos desses autores e dos conteúdos relativos à educação musical de dois documentos nacionais: a Base Nacional Comum Curricular e o Currículo Paulista. Por meio de reflexões filosóficas, sociológicas e sobretudo pedagógicas procuramos apresentar argumentos que apoiem as indicações de Schafer e de Türcke levando em conta, especialmente, a realidade brasileira. Assim, o objetivo geral é a busca por ações pedagógicas que, potencialmente, combatam os prejuízos sociais e culturais da esquizofonia. Para tanto temos como objetivos específicos: a análise do material curricular, a compreensão da visão dos professores acerca desses documentos e as reflexões acerca da base teórica. Fez-se necessária uma exposição sobre os conceitos que permeiam os estudos da teoria crítica da sociedade e aqueles discutidos por Schafer, a destacar: a paisagem sonora, a clariaudiência, a esquizofonia, a limpeza de ouvidos, o objeto sonoro, o ruído entre outros. Concluímos que os documentos são menos determinantes que a formação dos professores, tanto inicial quanto contínua. Daí a necessidade de investimentos massivos e bem direcionados à formação e valorização docente, além de direcionados à infraestrutura.
In this thesis, we intend to seek approximations between the ideas of Raymond Murray Schafer and those of the Critical Theory of Society in order to trace propositional notes for music classes in the public school system. More specifically, we debated the Canadian author's concept of schizophony, its implications in relation to the cultural industry and, consequently, semi-education and the possibility of a concrete proposal to deal with the issue in the school environment guided by Ritual Studies elaborated by Christoph Türcke . Therefore, we critically analyze texts by these authors and the contents related to music education in two national documents: the Common National Curriculum Base and the Curriculum of São Paulo. Through philosophical, sociological and, above all, pedagogical reflections, we seek to present arguments that support the indications of Schafer and Türcke, taking into account, especially, the Brazilian reality. Thus, the general objective is the search for pedagogical actions that, potentially, fight the social and cultural damages of schizophrenia. To this end, we have as specific objectives: the analysis of the curriculum material, the understanding of the teachers' view of these documents and the reflections on the theoretical basis. An exposition of the concepts that permeate the studies of critical theory of society and those discussed by Schafer was necessary, highlighting: the soundscape, clairaudience, schizophony, ear cleaning, the sound object, noise, among others. We conclude that documents are less determinant than teacher training, both initial and continuous. Hence the need for massive and well-targeted investments in teacher training and enhancement, as well as investments in infrastructure.
In this thesis, we intend to seek approximations between the ideas of Raymond Murray Schafer and those of the Critical Theory of Society in order to trace propositional notes for music classes in the public school system. More specifically, we debated the Canadian author's concept of schizophony, its implications in relation to the cultural industry and, consequently, semi-education and the possibility of a concrete proposal to deal with the issue in the school environment guided by Ritual Studies elaborated by Christoph Türcke . Therefore, we critically analyze texts by these authors and the contents related to music education in two national documents: the Common National Curriculum Base and the Curriculum of São Paulo. Through philosophical, sociological and, above all, pedagogical reflections, we seek to present arguments that support the indications of Schafer and Türcke, taking into account, especially, the Brazilian reality. Thus, the general objective is the search for pedagogical actions that, potentially, fight the social and cultural damages of schizophrenia. To this end, we have as specific objectives: the analysis of the curriculum material, the understanding of the teachers' view of these documents and the reflections on the theoretical basis. An exposition of the concepts that permeate the studies of critical theory of society and those discussed by Schafer was necessary, highlighting: the soundscape, clairaudience, schizophony, ear cleaning, the sound object, noise, among others. We conclude that documents are less determinant than teacher training, both initial and continuous. Hence the need for massive and well-targeted investments in teacher training and enhancement, as well as investments in infrastructure.
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Palavras-chave
Educação musical, Esquizofonia, Paisagem sonora, Estudos rituais, Indústria cultura, Music education, Schizophony, Soundscape, Ritual studies, Cultural industry