OLHARES BAKHTINIANOS SOBRE A MÚSICA DE ALMIR SATER E A EDUCAÇÃO QUÍMICA

Abstract

Researchers in the field of science education have highlighted the pedagogical potential of music in fostering the holistic development of students in basic education. In this context, the present work is organized in the format of four scientific articles. In Article 1, the Systematic Literature Review (SLR) reveals a growing body of research related to trends in the integration of music into science teaching. Regarding the perceived impacts of using music in content development, the findings emphasize the learning of attitudinal content in basic education, showing that music is a resource that promotes student engagement and motivation. The positive impact extends to the creation of learning-friendly environments, the development of creativity, cultural diversity, and even the stimulation of cognitive memory. Article 2 presents the process of analyzing elements found in the songs of Almir Sater, in which signs, symbols, and representations were identified that establish meaningful connections with the theoretical and cultural universe of chemistry. When interpreted from a scientific and contextual perspective, these elements reveal analogies, concepts, and practices related to chemical science, demonstrating how cultural expressions, such as music, can interact with academic knowledge and bridge scientific understanding with everyday life. Articles 3 and 4 present the results of the empirical study, using a qualitative approach, conducted in this doctoral thesis. In these articles, the outcomes of the didactic intervention with 20 third-year high school students from a full-time public school in the city of Dourados, Mato Grosso do Sul, in 2024, were analyzed. Students were guided to reflect on the regional music of singer-songwriter Almir Sater, producing reinterpretations of his works. The objective was to understand how the songs of the Mato Grosso do Sul musician bring students’ life experiences closer to the theoretical knowledge of chemistry, particularly related to material composition. In this stage of the research, students’ oral and written productions were analyzed based on the philosophical framework of Mikhail Bakhtin and musicological principles. The results reported in Articles 3 and 4 demonstrate that creating original songs, inspired by reinterpretations of Almir Sater’s compositions, mobilized musical elements that enabled the construction and appropriation of scientific concepts related to phenomena such as the glow of fireflies, the emergence of stars, plant characteristics, and processes involved in watercolor production. This approach revealed understandings that manifested through meanings and interpretations (re)constructed by students during the activities. Moreover, the proposal allowed the classroom, initially conceived as a traditional chronotope, to be re-signified, becoming recognized as a dynamic space in which statements were respected, guided, and modified, fostering the emergence of dialogical and polyphonic relationships among participants (Articles 3 and 4). Finally, it is expected that this research will contribute to expanding and strengthening discussions on the relevance of valuing and integrating Chemistry Education and music.