Diálogos com Boris Porena: aprendizagem na escola de educação básica, músicas e universos culturais locais
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Data
2022-11-11
Autores
Pontes, Samuel Campos de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objetivo compreender, analisar e interpretar o pensamento de Boris Porena, dentro de seu contexto de enunciação e das possíveis conexões que podem ser feitas, com foco na problemática da aprendizagem de música na escola de educação básica. Para isso, apresenta-se um breve perfil que se refere a aspectos biográficos e que considera, também, a produção ensaística de Boris Porena. Este perfil foi elaborado com base em depoimentos que dizem respeito a esta história de vida e, também, a partir de relatos descritivos, produzidos no contexto desta pesquisa. Propõe-se, ainda, uma discussão acerca dos termos relativos à Hipótese Metacultural, bem como de suas implicações para as problemáticas relativas à aprendizagem. Nesse ponto, estabelecem-se relações com algumas ideias presentes no pensamento de Edgar Morin e de Jacques Rancière, além de outros autores. Em seguida, tem-se como foco a análise de algumas obras relativas à educação musical, produzidas por Porena. Por fim, consideram-se três aspectos que se referem a possíveis conexões entre o pensamento do autor e à educação musical brasileira dos dias atuais: uma breve análise da legislação relativa ao ensino de música nas escolas, com foco na Base Nacional Comum Curricular; uma discussão acerca das implicações do crescimento dos métodos de ensino apostilados; e a consideração de uma experiência, realizada no contexto desta pesquisa com estudantes do Ensino Fundamental Anos Iniciais, fundamentada em alguns princípios defendidos por Porena.
This research aims to understand, analyze, and interpret the thinking of Boris Porena, within the context it was expressed and including the possible connections that can be made, focusing on the issue of music learning in elementary school. For that, a brief profile is presented covering biographical aspects and also considering Boris Porena’s essay production. This profile was elaborated based on accounts of that life history, as well as on descriptive reports produced in the context of this research. A discussion is also proposed on the points relating to the Metacultural Hypothesis, as well as its implications for learning-related matters. At this point, relationships are established with a number of ideas present in the thinking of Edgar Morin and Jacques Rancière, as well as other authors. Next, the analysis focuses on a number of papers relating to music education, produced by Porena. Finally, three aspects are considered regarding possible connections between Porena’s thinking and current Brazilian music education: a brief analysis of the legislation concerning music teaching in schools, focusing on the Common National Curriculum; a discussion on the implications of the growth of the apostilled teaching methods; and observation of an experiment, carried out in the context of this research, based on some of the principles defended by Porena.
This research aims to understand, analyze, and interpret the thinking of Boris Porena, within the context it was expressed and including the possible connections that can be made, focusing on the issue of music learning in elementary school. For that, a brief profile is presented covering biographical aspects and also considering Boris Porena’s essay production. This profile was elaborated based on accounts of that life history, as well as on descriptive reports produced in the context of this research. A discussion is also proposed on the points relating to the Metacultural Hypothesis, as well as its implications for learning-related matters. At this point, relationships are established with a number of ideas present in the thinking of Edgar Morin and Jacques Rancière, as well as other authors. Next, the analysis focuses on a number of papers relating to music education, produced by Porena. Finally, three aspects are considered regarding possible connections between Porena’s thinking and current Brazilian music education: a brief analysis of the legislation concerning music teaching in schools, focusing on the Common National Curriculum; a discussion on the implications of the growth of the apostilled teaching methods; and observation of an experiment, carried out in the context of this research, based on some of the principles defended by Porena.
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Palavras-chave
Música - Instrução e ensino, Música na educação, Aprendizagem ativa, Atividades criativas na sala de aula