A OCARINA COMO FERRAMENTA PEDAGÓGICA PARA VIVÊNCIAS MUSICAIS: PROPOSIÇÃO DE UM MODELO METODOLÓGICO ALINHADO À BNCC

Abstract

This undergraduate thesis investigates the potential of the ocarina as a pedagogical tool in the context of Brazilian basic music education. The central objective is to propose a methodological model for teaching this instrument, establishing direct correlations with the competencies and skills advocated by the National Common Curricular Base (BNCC). The research is justified by the technical and economic feasibility of the ocarina in public schools, highlighting attributes such as low cost, portability, and ease of sound production—elements that favor the implementation of Collective Music Instrument Teaching (ECIM). Methodologically, the investigation is characterized as a qualitative exploratory study, grounded in bibliographic and documentary research, anchored in the theoretical frameworks of music educators such as Delalande, Swanwick, and Cruvinel. As a result, a pedagogical proposition structured around the dimensions of creation, perception, and collaboration is presented, demonstrating that the ocarina, beyond its cultural or recreational function, establishes itself as an effective resource for democratizing access to music-making and for developing students' aesthetic autonomy.