“O PASSO” COMO ALTERNATIVA METODOLÓGICA PARA O ENSINO DE MÚSICA NO CONTEXTO DA EDUCAÇÃO BÁSICA

Abstract

This study investigated the application of the “O Passo” method for music education in the final years of elementary education at a municipal school in Campo Grande, Mato Grosso do Sul. “O Passo” is a structured system that utilizes the body through a localized, metric gait, voice, and clapping, allowing for the integrated exploration of rhythmic, melodic, and harmonic elements. This qualitative research employed a bibliographic-documentary approach, aiming to understand the relationship between the aforementioned methodology and the principles of Basic Education, with the goal of developing a pedagogical proposal that fosters aesthetic experiences and meaningful learning. The analyses were anchored in theoretical frameworks from the sociology of culture and music education, based on concepts such as conservatorial habitus, school culture, and active methodologies. The methodological design included the analysis of legal frameworks that guide the presence of music as a curricular component of Art, such as the National Education Guidelines and Framework Law (LDBEN), the National Common Curricular Base (BNCC), the Municipal Education Network's Curricular Reference (REME) of Campo GrandeMS, and Law 13.278/2016, as well as the review of private documents from the investigated school, such as its political-pedagogical project. As a result, a didactic sequence was proposed that stimulates aesthetic experience while identifying the limits and possibilities of the “O Passo” method within the school context. It was concluded that the method presents itself as a powerful alternative to the conservatorial habitus, as it enables a sensitive and reflective experience that promotes autonomy and the appreciation of musical diversity through its emphasis on the body, popular music, and an inclusive practice. Keywords: Music education. Music teaching in basic education. Method "O Passo".