A PRESENÇA DA MÚSICA NA EDUCAÇÃO DO CAMPO EM MATO GROSSO DO SUL

Abstract

The Field Education in Brazil completed 26 years in 2024 and has been a widely discussed topic due to its specificities and challenges. Aimed at serving rural, quilombola, riverside and agrarian reform settlements, this type of education aims to guarantee the right to quality education, respecting the cultural and productive particularities of these communities. The objective of this work is to make an analysis of this man of the field, which claims the education of the field as equal opportunities, social justice and the recognition of the field as a legitimate space of production of knowledge and culture, focusing onlearning from the schools of the field and the importance of new teaching practices, thus proposing the musical language as a pedagogical tool in literacy. It will be adopted as theoretical foundation the dialogism as pedagogical principle in musical education. Bringing as methodology the bibliographical research, from a state of knowledge and a review of relevant academic publications, based mainly on theses, dissertations and scientific articles. The structure adopted for the work is made in three chapters, being the first chapter a bibliographical mapping of the state of knowledge, from the descriptors 'Music' and 'Education of the Field', themes that bring music as a pedagogical tool in school literacy of the field promoting reflections on contextualized educational practices, considering the cultural and social specificities of the rural environment. The second chapter brings the theoretical foundation: dialogism as a pedagogical principle of musical education, with presentation of the concept of dialogism proposed by the philosopher and theorist of European culture Mikhail Mikhailovich Bakhtin (1895-1975), that being applied as a pedagogical principle in music education implies to promote an environment of learning, in which the exchange of experiences, interactivity and dialogical relations are central. Bakhtin’s considerations on language and human interaction find a deep resonance with the reflections that Paulo Freire “proposes about the human being and his place in the center of relations with the world, mediated by the word, material placed as a driving force of literacy work” (Moura, 2012, p. 62). Both perspectives share the idea that the word is an essential and transformative element, acting as a mediating tool in the relationships between the subject and the world. The music and its relationship with the historical context is highlighted, aiming to contextualize the European musical pedagogy of the first half of the twentieth century, bringing as theoretical reference one of the most outstanding Hungarian musicians of all time, the composer, musicologist and pedagogue Zoltán Kodály (1882-1967). In the third chapter, field education in MS: for whom and how? will show how education and fieldwork are considered crucial elements to understand the social, economic and cultural relationships that shape people’s lives in these areas. The research will bring the history of rural education and the role of the Landless Rural Workers' Movement (MST) as one of the protagonists of rural education in the perspective that traditional education, predominantly designed to meet the demands of urban areas, did not meet the needs of children and young people living in rural settlements. And finally an analysis of the Law of Guidelines and Bases of National Education LDBEN no 9.394/1996 and the Curriculum of References of Sidrolândia/ MS, covering the subjects related to the school of the field and the use of pedagogical resources with regard to the language of music in all its sphere.