O ensino de música na escola pública brasileira no período de vigência da lei 5.692/71 e seus reflexos na atualidade
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Data
2017-02-22
Autores
Martinoff, Eliane Hilario da Silva [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O ensino de música, desde quando instituído oficialmente nas instituições públicas brasileiras, na segunda metade do século XIX, tem passado por transformações e desempenhado diferentes papéis. Com as leis as leis 5.540/68 e 5.692/71, música, teatro, artes plásticas e desenho (substituído mais tarde pela dança), passaram a constituir a Educação Artística. A partir de então, o ensino de música foi perdendo visibilidade e importância. Esta tese aponta alguns pontos principais no processo histórico do ensino de música nesse período, visando esclarecer prováveis consequências para os dias atuais. A pergunta principal é: qual o papel desempenhado pela disciplina música na escola pública brasileira durante a vigência da Lei 5.692/71 e quais as possíveis consequências para seu ensino na atualidade? O referencial teórico baseou-se em Theodore Schultz (1961, 1973) na Teoria do Capital Humano, Jofre Dumazedier (2004), quanto ao conceito de lazer e sua aplicação na educação e Jürgen Habermas (1968), quanto ao conceito de racionalidade da dominação. A metodologia baseou-se no modelo de Dominique Julia (2001), que indica três caminhos para esse estudo: 1. conhecer as normas e finalidades que regem a escola, 2. avaliar a profissionalização do trabalho do educador e 3. analisar os conteúdos ensinados e as práticas escolares. Foram analisados leis, decretos e pareceres referentes a esses aspectos; livros didáticos de música utilizados nas escolas; a formação do docente. Observou-se o lugar e o papel secundários da música na escola pública, vista como lazer dentro da cultura de massa.
The teaching of music, since when established officially in the Brazilian public institutions, in the second half of the 19th century, has undergone transformations and played different roles. With the laws 5,540/68 and 5,692/71, music, theatre, visual arts and design (later replaced by dance), become artistic education. From then on, the music was losing visibility and importance. This thesis aims some main points in the historical process of music education during this period, aiming to clarify probable consequences for the present day. The main question is: what is the role played by music in Brazilian public school discipline during the term of the law 5,692/71 and what the consequences to its teaching today? The theoretical framework is based on Theodore Schultz (1961, 1973) on Human Capital theory, Joffre Dumazedier (2004), about the concept of leisure and its application in education and Jürgen Habermas (1968), about the concept of rationality of domination. The methodology was based on the model of Dominique Julia (2001), indicating three paths for this study: 1. know the rules and governing the school purposes, 2. to assess the professionalization of the work of educator and 3. analyze the content taught and school practices. Was analyzed laws, decrees and opinions relating to these aspects; music textbooks used in schools; the education of the teaching staff. It was observed the secondary place and role of music in public school, seen as leisure within the mass culture.
The teaching of music, since when established officially in the Brazilian public institutions, in the second half of the 19th century, has undergone transformations and played different roles. With the laws 5,540/68 and 5,692/71, music, theatre, visual arts and design (later replaced by dance), become artistic education. From then on, the music was losing visibility and importance. This thesis aims some main points in the historical process of music education during this period, aiming to clarify probable consequences for the present day. The main question is: what is the role played by music in Brazilian public school discipline during the term of the law 5,692/71 and what the consequences to its teaching today? The theoretical framework is based on Theodore Schultz (1961, 1973) on Human Capital theory, Joffre Dumazedier (2004), about the concept of leisure and its application in education and Jürgen Habermas (1968), about the concept of rationality of domination. The methodology was based on the model of Dominique Julia (2001), indicating three paths for this study: 1. know the rules and governing the school purposes, 2. to assess the professionalization of the work of educator and 3. analyze the content taught and school practices. Was analyzed laws, decrees and opinions relating to these aspects; music textbooks used in schools; the education of the teaching staff. It was observed the secondary place and role of music in public school, seen as leisure within the mass culture.
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Palavras-chave
Legislação sobre ensino de música, Arte na escola, Papéis da música na escola pública, Music education legislation, Art at school, Roles of music in public school